| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 103 === Interactive whiteboards have been implemented into teaching and promoted for several years. The research mainly focused on quantitative aspects rather than qualitative ones. Moreover, it has been shown that the design of this device has difficulty meeting the teacher’s beliefs. Hence, we would like to discover the effect on teacher’s beliefs and concerns when utilizing interactive whiteboards.
This study adopted case study. In this study, the research interviewed a fifth-grade teacher in elementary school. Based on "Teachers' Beliefs Questionnaire Scale" provided by Tabachnick and Zeichner (1985), discussion on teaching beliefs which could be divided into four aspects; regarding teacher’s concerns, Hall (1979) classified the concerns of teachers into three steps and seven stages when confronting revolution of education. This study was carried out by the means of classroom observations and interviews for three months. The result indicated that the fifth grade teacher reached the tendency of progress orientation in teacher’s beliefs and stage five in teacher’s concerns. Furthermore, the research found that beginning teachers tend to progressive orientation, more able to achieve concerns of consequence. Further, it also found out the strong intentions of using interactive whiteboards by teachers. However, it was disrupted by several factors, e.g. lack of training and professional communities organized by users. At the end, we proposed recommendation on encouraging beginning teachers to involve training and professional communities. Therefore, the concerns of consequence and collaboration of teachers who tend to progressive orientaion could be satisfied and aroused.
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