| Summary: | 碩士 === 國立高雄師範大學 === 資訊教育研究所 === 93 === The main purpose of this study is to discuss the strategy of teacher training that educates teachers how to use digital resources in teaching. First, it aims at investigating the meaning of Information Technology Integrated Instruction and teachers’ information literacy as the reference of the curriculum development. Second, the model of teacher training and practice experience on the domestic and foreign digital teaching are also probed. Finally, it discusses the teaching strategy on the basis of cooperative leaning and peer coaching to develop a set of courses on teacher training integrated digital instruction. Making good use of cooperative leaning and peer coaching establishes an appropriate environment for both instructors and learners. It is expected that teachers who is taking the information technology courses can integrate both of their informational and professional knowledge into their own classes, successfully make efficient use of digital and technology teaching, and possess the capacities to use the digital teaching devices properly in the future.
On the basis of case study, the data have been collected from classroom observation, interviews, and questionnaires in order to evaluate the outcomes of the course plan. The results are as follows.
1. An effective course should be designed in accordance with a teacher’s degree and need.
2. The cooperative leaning should be truly implemented to enhance every teacher’s information literacy so that he/she can create an appropriate environment for both instructors and learners.
3. The technique “Peer coaching” should also be well executed to upgrade teachers’ abilities of lesson planning and integrated instruction.
4. The cognitive, affective, and skilful domain of information technology integrated instruction could be effectively promoted.
5. Educators’ abilities to properly use digital documents, internet, and PowerPoint as their instructing materials could be specifically enhanced.
The study proposes the suggestions according to the results, providing some relevant agents as the references to promote digital teaching.
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