Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/110443


Title: 從深度投入到疏離流失:以數位創新小學教師群為例
Other Titles: A transformation from deep engagement toward non-participation:The experience of teachers in a one-to-one digital environment in an elementary school
Authors: 蔡宗良;陳斐卿
Tsai, Tsung-Liang;Chen, Fei-Ching
Contributors: 國立政治大學邁向頂尖大學計畫創新研究團隊
Date: 2016
Issue Date: 2017-06-19 17:44:47 (UTC+8)
Abstract: 為因應少子化的衝擊與數位時代的來臨,各校以數位科技的創新教學成為一種趨勢。個案學校(以下簡稱P校)在數位平台支援教學上具全面性與長期性的經驗,科技旗艦店的聲譽遠播。雖受外界如此肯定,另一方,卻顯示著不尋常的教師流動率(桃園巿教育產業工會,2016)。為何座落在擁有科技旗艦店美名學校的老師,會從開始的深深參與投入進而轉向疏離,最終離開?其中歷程的轉變為何是本研究所關切的。Current educational reforms worldwide place a huge emphasis on teacher transformation towards becoming competent and proactive technology users. However, recent conceptualisations in the field of teacher education pay attention to identity as a socially situated construction rooted within cultural parameters with a determinative influence on teacher transformation. Thus, there is a need to broaden the discussion over teacher transformation and technology uses to include issues of identity work. This study was trying to address in a more profound way the complex multiplicity of teacher transformation.
Relation: 2016創新研究國際學術研討會: 以人為本的在地創新之跨領域與跨界的對話 2016 International conference on innovation studies- human-centered indigenous innovation: trans-disciplinary dialogue
會議日期:2016.11.12-13
Data Type: conference
Appears in Collections:[2016創新研究國際學術研討會] 會議論文

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