| Summary: | 碩士 === 國立嘉義大學 === 教育科技研究所 === 93 === Abstract
The purpose of the case study was to investigate two elementary school teachers’ instructional thinking and decision-makings before, during and after they implemented an information technology integrated program for affective education. Data were collected by interviewing the teachers, observing the classes, and examining document produced by the two teachers. After analyzing the collected data, findings of this study are as follows:
1. Before the program was initiated, the two teachers believed that technology uses and the attitude towards life caring would have a profound impact on students’ learning. Because of that, they design the program activities for affective education with an emphasis on students learning with the mentally deficit children, reading articles about caring, and representing their learning progress and refection with technology tools.
2. During the program was implemented, the actual activities were slightly different from the designed one because of some unexpected internal factors such as time constraint. Besides, some external factors would also influence teachers’ decision-makings.
3. After the program was implemented, two teachers reflected that the cooperative learning was efficient, the homework assignment is too hard to finish on time, and some reading materials were too difficult to understand, etc.
In conclusions, teachers’ thinking was complex before the program was initiated. There were pros and cons while integrating information technology into curriculum. The two teacher’s motivation for implementing this program aroused from a high enthusiasm for education. Finally, recommendations for the teaching practice and future study are provided.
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