| Summary: | 碩士 === 國立暨南國際大學 === 課程教學與科技研究所 === 98 === In the information technology boom era of information technology into teaching by national education as an important subject of education, where teachers are the key to the success of policy implementation. However, despite positive research the effectiveness of information technology, but found that the real implementation of the teachers in the teaching field still a minority, and therefore the use of field application in teaching situations, which suffered setbacks as well as the change is actually worth doing in-depth discussions to further to give the grass-roots teacher self-reflection and vocal opportunities. Therefore, this study explored the narrative approach to the use of researchers that is the way the narrator to explore the different stages of life experience can affect use of information technology into teacher beliefs and practice of teaching the course, and among them the transformation of teaching and finally develop individual teachers The practical knowledge and self-meaning, to rich experience in integrating information technology into teaching discussion.
The study found that IT capability, the successful experience of teaching beliefs and motivation to become teachers of the relationship; secondly, the driving force of teachers and teaching environment, the run-in with each other depending on the development of information technology into the teaching of a practical knowledge of teachers; and finally, teachers integration of IT into teaching is a dynamic process of change and change.
Therefore, the researchers of "choice", "change", "construction" as the core conclusion of teachers use of information technology into teaching practice, course of the narrative analysis and interpretation of its conclusions as follows:
First, growth had contributed to the establishment of teaching beliefs, information technology capabilities and successful experiences, strengthen teacher's teaching beliefs, the formation of personal and professional identity of teachers to become teachers in the implementation of information technology into teaching possible.
Second, Information to environmental constraints, curriculum co-language teaching policies, academic advancement, students and teachers into the teaching of science and technology for the hearing and time the attitude of teachers, and other factors affecting the use of information technology into teaching will of important factors.
Third, Teaching reflection, teaching status and teaching beliefs that affect the main reason for changes in practical knowledge of teachers, so that integrating information technology into teaching practice to change and shape the course.
Fourth, Teachers use of information technology into the teaching of practical knowledge of the faith as "everything there is to help students, teachers should have the courage to try" to enable students to love learning.
Fifth, Teachers use of information technology into the teaching experience of faith required to establish, adjustments, and development of teaching styles, self-identify four stages.
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