透過行動載具培養未來教師 "資訊融入課程與行動研究能力" 之課程設計與評鑑

Abstract

近年來，隨著資訊科技的快速發展，各國高等教育機構或中小學學校，均致力推 動數位學習，以培育出更具競爭力的國民。因應此資訊科技趨勢，國內師資培育 機構紛紛開設電腦科技知能學習相關課程，透過教學軟硬體之操作，或是撰寫資 訊科技融入教學的教案，以加強其師資培育學生(以下簡稱師培生)的資訊使用能 力，並期望師培生在修畢此類課程後，便能將其在師資培育課程所學之知識技 能，順利轉移至中小學情境中。然而，師培生在學習此類課程時，因身處一個與 中學學校隔離的大學環境中學習，至於其所設計的資訊融入教學教案，也因為未 能瞭解實際教學的複雜性，無法掌握完整的教學情境；此類課程對師培生日後將 資訊融入教學的「學習遷移」的能力，實有一定程度之落差。 本研究計畫融合研究者過去的研究成果、科技融入教學的理論基礎、結合經 驗成熟的「科技整合團隊」﹙technology integration catalyst team，以下簡稱TIC Team﹚與國中種子教師團隊的參與和資源，提出了以「科技輔助有意義的學 習」﹙using mobile technology for meaningful learning﹚、「電子歷程檔案評估」 ﹙electronic portfolio assessment﹚與「互信互利」﹙mutual-beneficial partnership﹚ 的大學與中學合作模式，期望透過這項研究，能夠整合大學與國中教學資 源，提昇師資培育授課教師、師培生的資訊融入教學的能力，與國中生的科 技使用能力。

With the development of globalization and multi-culturalism, English is increasingly being used as an international or intercultural language by people of the global community. Meanwhile, the rapid advancements in information communication technologies (ICT), particularly the Internet, have created opportunities for teachers and students to enrich language-learning experiences and intercultural-learning experiences. Furthering the lessons learned from prior Teaching Intercultural English over the Net (TIE-ON) Project, this proposed study (the TIE-ON extension) is an extended effort to provide empirical results and practical information on TIE-ON curriculum implementation. Moreover, the project is intended to adopt the free, and easy-to-localized open source platform, FLE3, to facilitate the integration of cross-cultural curriculum into K-12 settings. Data will be collected from a variety of methods, consisting of following: 1. distribution of Intercultural Language Learning Belief Inventory; 2. in-depth interviews of students and teachers; 3. teacher action research plan and reflections; and 4. field notes of classroom observations.