| Abstract: | 在師資培育領域裡，學者們倡導培育教師運用科技教學以有利於學生之學習成效。在倡導此理念中，研究發現有兩項個人因素影響教師運用科技於課室教學，包括將科技運用於教學之知識 (TPACK)與使用電腦之自我肯定信念。雖然在教育領域中已經有研究開始探討教師培訓對於教師們發展TPACK或者提昇其自我肯定信念之成效，但先前很少有文獻研究在同一個研究中同時探討這兩項主題。以外，如學者們所呼籲，研究者應根據多樣性之資料蒐集與多方相關人員之觀點來探究學校教師之科技專業成長，以及其對學生學習經驗之影響，此為目前文獻中鮮為探討之部分。再者，雖然研究者已經開始重視發展一般教育領域教師之TPACK與提昇其使用電腦之自我肯定信念，針對EFL (教授英文作為外國語)教師之相關研究仍然有限。為了彌補先前文獻之不足，依據 TPACK 與Computer Self-efficacy之理論觀點，本研究將根據多方相關人員之觀點來探究EFL教師學習將科技融入教學之過程；此外，本研究將依據 Community of Inquiry 之理論來檢視教師科技專業成長對學生學習經驗之影響。本計劃案為質性研究，多重資料蒐集包括問卷、訪談、學生之學習回饋單、網路討論之信息內容、學生之專題學習資料、與本研究者記載之研究筆記等。本研究主要目標為: (1) 探究EFL教師之專業成長對其學習如何將科技融入教學之成效，(2) 研究EFL教師之TPACK與其使用電腦之自我信念，(3) 引起教育當局重視EFL教師之科技專業成長對其學生學習之影響。因應全球教育專家學者們倡導科技專業成長之重要性，本計劃案所研究之臺灣情境樣本將提供給EFL領域之師資培育學者們相關研究論據與建議。
A new image of teacher education emphasizes the significance of transforming teacher education with preparing tomorrow’s teachers to teach with technology in an attempt to impact student learning. While such a notion has been advocated, two major personal factors appear to influence teachers’ capability of and confidence in infusing technology into classroom practices, including teachers’ technological pedagogical content knowledge (TPACK) and computer self-efficacy. Although previous studies have started to document the effects of teacher training on developing teachers’ TPACK or enhancing their computer self-efficacy, a scarcity of researchers sought to examine both issues in one study. In addition, as argued by researchers, there is a need to employ multiple data sources and various stakeholders’ perspectives to investigate technology professional development among school teachers, especially how it may impact students’ learning experience which remains less studied in the literature. Furthermore, despite the burgeoning interest in documenting teachers’ TPACK and computer self-efficacy in the general educational field, empirical studies regarding foreign language teachers’ technology professional development are limited. To fill the gaps existing in previous literature, through the theoretical lenses of TPACK and computer self-efficacy this study will employ multiple stakeholders’ involvement to delineate EFL (English as a foreign language) teachers’ learning to teach with technology. Relying on the Community of Inquiry framework, this study will further document how these teachers’ technology professional development impact their students’ learning experience. This research project is a qualitative study which will collect multiple data sources, including surveys, interviews, student feedback sheets, online discussion messages, artifacts of learning projects, and the researcher’s field notes. The primary goals of this study are of three points: (1) to examine the effects of a professional development program on EFL teachers’ learning to teach with technology, (2) to document EFL teachers’ TPACK and computer self-efficacy, and (3) to make education policy makers pay more attention to the impact of EFL teachers’ technology professional development on students’ learning experience. As the global teacher educators have endeavored to promote technology professional development, the example from a Taiwanese context in this project will provide evidence to teacher educators in the EFL field. |
