A Narrative Research On Junior High School Teachers’ Mood Course And Beliefs In Information Technology Integrated Instruction

• Main Authors: Jia-Hao Weng, 翁嘉豪
• Other Authors: LIAO, BEN-YUH
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/94433581141857746232

碩士 === 國立臺東大學 === 教育學系(所) === 102 === In the boom era of information technology, information technology integrated instruction has also been taken as an important subject of education by every government. Among all the related factors, teachers in the real teaching field play the most important role in the success of this policy. However, despite the fact that most researches show that technology integration is beneficial to learning in some degree, but teachers in the teaching field of junior high schools are still apt to use traditional lecture method. The real implementation of the teachers in the teaching field is still a minority. Therefore, teachers’ suffered setbacks as well as the internal mind change in the teaching process of implementing technology integration are actually worth doing in-depth discussions to provide grass-roots teachers who are willing to try teaching technology a reference. Therefore, this study is based on narrative approach, which means the researcher is also the narrator, to explore how different stages of real field teaching experience can affect teachers’ beliefs, the implementation process of technology integration, and the transformation of teaching model. Finally, it will help to develop individual teacher’s technology teaching beliefs and to enrich technology integration experiecne to put technology into better effect in the teaching field of junior high schools.