從深度投入到疏離流失：以數位創新小學教師群為例

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.