| Summary: | 碩士 === 國立新竹教育大學 === 幼兒教育學系碩士班 === 103 === Based on the collaborative action research approach, this study used interactive whiteboard as an example to investigate issues related to utilization of information technology in kindergarten theme-based curriculum, including the overall appearance, action strategies, difficulties encountered and coping strategies.
The main findings were as follows:
1. The overall appearance of the curriculum: Interactive whiteboard was utilized in various classroom activities to become an inseparable part of the curriculum.
2. Action strategies: Action strategies can be discussed in two aspects, including teaching strategies and influencing factors and coping strategies.
The teaching strategies covered five dimensions, including “Teaching subject: Both the teacher and students are the subjects during classroom interactions”, “Teaching context: Provide a learning environment that supports social interactions among young children”, “Course design: Utilize interactive whiteboard as a part of the curriculum”, “Teaching method: Stress the process of constructing teacher-students discussions” and “Assessment: Use operational or process assessment to keep track of students’ learning”. These strategies helped integrate interactive whiteboard into the theme-based curriculum as an medium for guiding young children in learning.
The influencing factors could divided into three dimensions, including “teacher”, “teaching material” and “related software”, and the coping strategies were summarized into “Improve teacher’s information literacy, ability to use technology and learning from peer groups”, “Build and share a database of teaching materials” and “Provide administrative support and professional support”. These strategies helped ensure higher smoothness of the thematic curriculum as well as the supportiveness of interactive whiteboard for the curriculum.
3. Difficulties encountered and coping strategies: Difficulties encountered in integrating interactive whiteboard in the theme-based curriculum could be classified into “facility”, “operational”, “teacher” and “children” dimensions. Through appropriate coping strategies, these difficulties were overcome.
Finally, based on the action research results, this study provided conclusions, reflections and suggestions for future researchers of early childhood education.
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