This research observes a science teacher¡¦s first experiment of technology integration into teaching. Data are also collected from interviews with the teacher and students. This case study aims to 1) depict what it means to an elementary school teacher to integrate information technology into teaching, 2) observe during the teaching process what preparation a teacher did, what problems one encountered, and what adjustments to make afterwards, 3) analyze actions a teacher took to integrate information technology and the meaning behind the actions, 4) clarify the role of knowledge transformation played in the process of technology integration into teaching. Based on one-semester observations and interviews, the data coding and interpretation suggests the following four findings:
1. The significance of technology integration into teaching lies in creating circumstances for students¡¦ critical thinking and the evaluation of information instead of emphasizing the use of information technology as indispensable tools for teaching and learning.
2. Before integration, the impact factors are a teacher¡¦s competences in effective search for WWW resources search and in relating resources with teaching materials. In the midst of the integration process, obstacles include the timing for integration, the characteristics of interdisciplinary subjects, students¡¦ computer literacy and the improper motivations for technology integration. After the integration process, the primary modification for the case study teacher is to adjust the sequence of teaching process to match his own computer class schedule.
3. Overall, in the process of technology integration, actions are the combinations of a teacher¡¦s beliefs and other incidents happened in the process. The actions mean the assimilation and transformation of a teacher¡¦s beliefs and the expectation of teaching.
4. The more the teacher knowledge is transformed into action, the more the teacher knowledge become solid.
The future study is suggested to focus on how the teacher¡¦s teaching competences and experiences can combined with information technologies as well as to explore elements of effective teaching methods and models for technology integrated instruction.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0701103-210724 |
| Date | 01 July 2003 |
| Creators | Hsu, Wen-Hua |
| Contributors | none, none, none |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0701103-210724 |
| Rights | withheld, Copyright information available at source archive |
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