| Abstract: | 隨著資訊通訊科技的降臨，愈來愈多年輕人藉由Web 2.0社群網絡來通訊、創作、分享文章以及表達自我。數位科技，尤其是數碼故事講述在全世界的教育領域裡廣為流行 (Bjorgen, 2010)。作為一個多面向的表達方式，數碼故事講述意旨讓學生參與他們在學校以外所熟悉的活動。藉由提供創新的學習和身分表達的方式，數位講述具備發展身分認同及數位能力的潛能 (Nyboe & Drotner, 2008, cited in Bjorgen, 2010)。科技持續進步的全球非常需要此方面的研究，然而在這個聚焦點上的研究卻相當不足。當數碼故事講述做為一個教學法應用在教育環境裡時，一個顯著的挑戰便是學生在學校和閒暇時間和同儕互動的數位讀寫能力之間的延續性或非延續性。核心問題是學生和教師在這兩種範疇（學校和非學校）內使用資訊通訊科技也大不相同。教師們對於數位讀寫能力的看法也有著明顯的不同，而這也造成教師們在將數位工具納入學習活動設計時不得要領 (Nixon and Erstad, 2009)。同樣地，當機構為了教育改革而須指定數位讀寫能力的概念時也遇到了阻礙。在了解了這些阻礙後，此計畫－全球化下的英語教學2.0的子計畫，旨在於提供英語教師實證測試過的工具和知識，以藉由使用Web 2.0語言學習資源來擴展其教學應用。此三年計畫旨在完成四項目標。第一年的實證研究將會完成兩項目標，一為探索當EIL學習者藉由故事鳥承載的數碼故事講述重新建構文化身分認定時，數碼故事講述的賦權作用為何？二為連結校內及校外讀寫能力實際操作的分歧。第三項目標是訂定為EIL學生選擇Web 2.0資源的評量指導方針和原則。最後一項目標則為設計及成立四個師資培訓工作坊以提升EIL教師的信心及就緒程度來接納新科技。下列涵蓋這四項目標的十二個問題將會引導此研究：第一年: 2012/08/01~2013/07/31 1. 課內(正規)與課外(非正規)的讀寫能力實作之間的延續性及非延續性為何? 2. 當使用故事鳥進行數碼故事講述且融入成為正式課程的一部分時，EIL學習者如何呈現及發展他們的身分認同? 3. 數碼故事講述如何對於EIL說者及寫作者產生賦權作用? 對於EIL說者的自我效能感有何影響？與EIL寫作者的自我效能感有何影響? 4. 從學習者的角度來看，參與數碼故事講述的優缺點為何? 第二年: 2013/08/01~2014/07/31 1. 根據第一年研究的結果，數碼講述帶給學生賦權效力，其背後因素為何? 2. 引發自第一年的研究結果且可用於評估其他Web 2.0語言學習社交網絡的測試性指導方針和原則為何? 3. 當EIL教師試圖將社群網絡資源介紹給學生時，可能會遇到的困難為何? 4. 做為語言學習的工具，社群網絡資源的優缺點為何? 第三年: 2014/08/01~2015/0731 1. 當將社群網絡資源納入英語教學並遇到困難時，本整合型計畫下的師資培訓對於EIL教師的幫助為何? 2. 師資培訓對於教師在數位讀寫能力上的影響為何? 3. 師資培訓對於教師在作為社群網絡資源的使用者及內容創造者方面的自我效能感影響為何? 4. 師資培訓對於英語教師在課堂上推動納入Web 2.0社群網絡資源的自我效能感有何影響? 此研究的結果將會顯示當學生在課堂參與有意義的讀寫能力練習時，納入數碼故事講述至一般課程是否可能終止新的數位分歧。藉由強調數位講述過程和文化身分發展相互關係的分析，研究者旨在回饋於數位製作及文本分析方面的研究。近幾年隨著新科技及其伴隨的新媒體的產生，研究者已開始重新定義寫作及作文的理論 (Schultz, 2006)。年輕人經常在課堂以外廣泛參與讀寫能力實作，例如更新Facebook 的動態、參與線上社群網絡、以及回覆彼此的部落格。然而，台灣盛行的高門檻測驗和制式的課程形成制式的思考及被控管的讀寫能力課程。期望本研究的成果可以提供更多根據學生在課堂以外的興趣、知識和經驗，進而連結校內學習的機會。最重要的是此三年計畫的最終成果－實證測試過且經過文化考量的指導方針及有實證經驗為背景下產出的師資培訓工作坊，將會提供英語教師具備思考如何使用科技的能力，及用有創意和文化互動的方式來使用科技。此整合型計畫的全部成果將會幫助我們更深入地了解Web 2.0社群網絡資源可在EIL教學和學習裡扮演的不同及更有效力的角色。
With the advent of information communication technologies (ICT), an escalating number of youth is communicating, creating, and sharing narratives and self-expression by engaging in Web 2.0 social networks. Digital technology, and digital storytelling in particular, has become increasingly prevalent in educational settings around the world (Bjorgen, 2010). As a multimodal means of expression, digital storytelling is meant for engaging pupils in activities familiar to them from outside school. Digital storytelling has the potential to develop identity and digital competences by providing innovative means of learning and identity expressions (Nyboe & Drotner, 2008, cited in Bjorgen, 2010). However, the research at this juncture is scarce and much needed in this ever changing technological globe. One particular challenge in implementing digital storytelling as a methodological approach in educational settings has to do with the continuities or discontinuities in digital literacy practiced by youth between in school and at leisure times with peers. Central to the issue is that students and teachers relate to ICT differently in these two domains. There is noticeable difference in teachers’ conceptions of digital literacy, which creates discursive struggles for teachers in bringing digital tools into designing learning activities (Nixon and Erstad, 2009). Similarly, institutions often face barriers when mandate the conception of digital literacy for educational reform. Acknowledging these barriers, this sub-research, as part of 3-year, Pedagogy 2.0 for EIL Teaching and Learning project, aims at providing English language teachers with empirically-tested tools and knowledge to broaden their pedagogical practices utilizing Web 2.0 language learning resources. This 3-year project intends to accomplish four goals. The first year empirical study will fulfill two goals: exploring the empowering effect (if any) of digital storytelling on EIL participants as they reconstruct their cultural identities though Storybird-mediated digital storytelling and bridging the gap between inside school and outside school literacy practices. The third goal concerns with the delineation of evaluation guidelines and principles for choosing Web 2.0 resources for EIL students. The last goal is to design and delivery four teacher training workshops in boosting up EIL teachers’ confidence and readiness to embrace new technologies. Consequential to these four goals, the following 12 questions will guide the current study. First-year: 2012/08/01~2013/07/31 1. Are there any continuities and/or discontinuities between out-of-school (informal) literacy practices and in-class (formal) ones? 2. How do the EIL participants’ identities unfold and develop as they engage in digital storytelling via Storybird as formal learning? 3. How does digital storytelling empower EIL speakers/writers? Is there any difference in the participants’ self-efficacy as EIL speakers? Is there any difference in the participants’ self-efficacy as EIL writers? 4. What are the benefits and limitations of partaking in digital storytelling as perceived by the participants? Second-year: 2013/08/01~2014/07/31 1. Based on the findings form the first-year study, what are the contributing factors for the empowering effects of digital storytelling identified among participating students? 2. What is the tentative set of guidelines and principles induced from the first-year research findings that can be used for evaluating other Web 2.0 language learning social networks? 3. What are the anticipated hindrances that EIL teachers might encounter while introducing these social-networking resources to their students? 4. What are the strengths and limitations of these social networking resources for language learning? Third-year: 2014/08/01~2015/0731 1. How does the training help reduce the initial resistances and barriers that the EIL teachers possess and encounter while incorporating social-networking resources into their language teaching? 2. How does the training affect the participating teachers’ digital literacy? 3. How does the training affect the participating teachers’ efficacy as users and content creators of social-networking resources? 4. How does the training affect the participating teachers’ efficacy as facilitators of incorporating Web 2.0 social network resources into their English language classes? The results from this study will show if integrating digital storytelling into a formal curriculum may contribute to closing new digital divides as the students engage in meaningful literacy practices in class. By foregrounding an analysis of the interrelationships between digital storytelling processes and the development of cultural identities, the researcher aims to add to the current research on digital text production and analysis. In recent years, with the advent of new technologies and the attendant new media, researchers have begun to redefine theories on writing and composition (Schultz, 2006). Youth are often engaged in a wide range of literacy practices outside of school, such as updating Facebook contents, part-taking in online social networks, and responding to each other’s blog. However, the prevalence of high stakes testing and mandated curriculum in Taiwan has led to rigidly regulated and controlled literacy curriculum. It is hoped that the findings from this research will render more opportunities to link school learning with students’ interests, knowledge, and experiences from outside of school. Most importantly, the ultimate outcomes of this 3-year project, the field-tested and culturally-sensitive selection guidelines and the empirically grounded teacher training workshops, will be helpful in providing English language teachers with the ability to think about and use technology in creative and culturally-responsive ways. The overall findings from this integrated project will help us arrive at a deeper understanding of the different and more powerful roles that Web 2.0 social network resources can play in both EIL teaching and learning. |
