| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所 === 96 === The purpose of this study was to analyze the degree of teacher’s change on “ the stage of concern” and “ levels of technology implementation” regarding to technology integration after teachers taking a one-semester professional development course. by taking the approach of case study research method, this study selected a graduate level professional development course and used questionnaires, interview, and document analysis to analyze teacher’s change. The two questionnaires are "Stages of Concern Questionnaire"(SoCQ) and Levels of Technology Implementation Questionnaire. The main results of this study are as follows:
1.After taking the professional development course, teachers were more concern about relative intensity scores are highest stages at informational , personal and collaboration.
2.After taking the professional development course , teachers changed the levels of technology implementation, but the change didn’t reach to significant difference.
3. With regarding to technology integration, teachers worried about time constrain, parents’ reaction to IT, and personal technology skills, the connection between teaching and learning, and students’ learning outcomes.
4. During the professional development course, teachers had a new point of view toward implementing technology into teaching.
5. With the good connection with performance tasks and classroom practice, teacher professional development could have an impact on teachers’ attitude toward to technology integration.
6. Peer cooperation played an important role to change teacher’s attitude to technology integration in practice.
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