資訊科技融入幼兒學習活動的教學互動、同儕學習與專業認知之探究

The Exploration of the Issues about Pedagogical Interaction, Peer Learning, and Professional Cognition in the Context of Information Technology Integrated into Learning Activities for Young Children

陳儒晰(Ru-Si Chen)

資訊科技 ； 幼兒 ； 教學互動 ； 同儕學習 ； 專業認知 ； Information technology ； Young children ； Pedagogical interaction ； Peer learning ； Professional cognition

教學科技與媒體

101期（2012 / 09 / 01）

2 - 22

繁體中文

本研究運用訪談與觀察法，探究資訊科技融入幼兒學習活動的教學議題；研究者以北部地區3 所幼兒園與14位幼兒教師及其班級為研究對象，蒐集與分析幼兒教師和幼兒的教學互動、幼兒同儕學習關係，以及幼兒教師的專業認知等資訊，並以教育社會學論述思考為分析和辯證的基礎。研究結果指出幼兒教師在資訊科技融入幼兒學習活動的師生互動作為，表現出操作者、示範者、支持者、設計者與應用者等角色定位，並關心幼兒的學習主體意識，支持幼兒同儕建立正向的社會合作行為；幼兒教師亦透過以資訊科技為中介的網路連結從事社群互動作為，彰顯自我專業發聲和教學意識之價值，實踐幼教專業革新的創新轉化行動。最後，研究者提出若干思考以為幼兒教師與相關單位建構幼教場域的資訊科技教學應用和實踐之選擇參照。

In this study, the researcher used interview and observation data to explore the pedagogical issues about information technology integrated into learning activities for young children. The sample consisted of 3 kindergartens and 14 teachers with their classrooms in northern Taiwan. Based on the dialectical discussions form sociology of education, this study analyzed the pedagogical interactions between teachers and young children, young children's peer learning relationships, and teachers' professional cognitions. The results indicated that the teachers played the important roles in the field about information technology integrated into learning activities, such as operators, modelers, supporters, designers and applicators. Teachers concerned young children' consciousness of learning subjectivity, and supported them to develop positive social cooperation and peer behaviors. Teachers engaged the community interactions by the networking connections, highlighted the values of self professional voicing and pedagogical awareness to implement the innovative transformation in early childhood professional development. Finally, the researcher considered the results and provided the practical alternatives for early childhood teachers and related authorities to construct the practical praxis of information technology integrated into early childhood education.

1. 李鴻章、謝義勇(2007)。電腦遊戲對幼兒可能影響之分析及其引發之教育思考。幼教研究彙刊，1，101-115。
   連結：
2. 邱淑惠(2008)。聽他們在談些甚麼？探討兒童在操作不同學習軟體時的談話差異。師大學報，53(2)，59-82。
   連結：
3. 邱淑惠、黃惠雯(2010)。讓故事更生動！探討引導學齡前幼兒創作數位故事之策略。幼兒教育年刊，21，165-194。
   連結：
4. 梁珀華、林岳蓉(2009)。幼兒電子童書閱聽歷程之探究。屏東教育大學學報：教育類，32，35-64。
   連結：
5. 黃惠雯、邱淑惠(2009)。聽孩子說故事！資訊科技融入主題教學之課程軌跡。幼兒教育年刊，20，19-41。
   連結：
6. 藍芳英(2009)。電腦輔助教學對幼兒在遊戲中發展社會互動能力之影響。嘉南學報：人文類，35，729-740。
   連結：
7. Abramovich, S.,Cho, E. K.(2009).Mathematics, computers, and young children as a research-oriented learning environment for a teacher candidate.Asia Pacific Education Review,10(2),247-259.
8. Bakardjieva, M.,Feenberg, A.(2002).Community technology and democratic rationalization.The Information Society,18,181-192.
9. Bell, T.,Urhahne, D.,Schanze, S.,Ploetzner, R.(2010).Collaborative inquiry learning: Models, tools, and challenges.International Journal of Science Education,32(3),349-377.
10. Chan, K. W.(2010).The role of epistemological beliefs in Hong Kong preservice teachers' learning.The Asia-Pacific Education Researcher,19(1),7-24.
11. Chang, S. B.,Lin, C. J.,Ching, E.,Cheng, H. N. H.,Chang, B.,Chen, F. C.(2007).EduBingo: Developing a content sample for the one-to-one classroom by the content-first design approach.Educational Technology & Society,12(3),343-353.
12. Chen, J. Q.,Price, V.(2006).Narrowing the digital divide: Head start teachers develop proficiency in computer technology.Education and Urban Society,38(4),398-405.
13. Chen, W. L.,Looi, C. K.(2007).Incorporating online discussion in face to face classroom learning: A new blended learning approach.Australasian Journal of Educational Technology,23(3),307-326.
14. Curby, T. W.,LoCasale-Crouch, J.,Konold, T. R.,Pianta, R. C.,Howes, C.,Burchinal, M.(2009).The relations of observed pre-k classroom quality profiles to children's achievement and social competence.Early Education and Development,20(2),346-372.
15. D''Allesandro, D. M.,Dosa, N. P.(2001).Empowering children and families with information technology.Archives of Pediatrics & Adolescent Medicine,155,1131-1136.
16. Deaney, R.,Ruthven, K.,Hennessy, S.(2006).Teachers' developing "practical theories" of the contribution of information and communication technologies to subject teaching and learning: An analysis of cases from English secondary schools.British Educational Research Journal,32(3),459-480.
17. Diaz, L. A.,Entonado, F. B.(2009).Are the functions of teachers in e-learning and face-to-face learning environments really different?.Educational Technology & Society,12(4),331-343.
18. Dickinson, D. K.,Darrow, C. L.,Tinubu, T. A.(2008).Patterns of teacher-child conversations in head start classrooms: Implications for an empirically grounded approach to professional development.Early Education and Development,19(3),396-429.
19. Eow, Y. L.,Ali, W. Z. B.,Mahmud, R. B.,Baki, R.(2010).Computer games development and appreciative learning approach in enhancing students' creative perception.Computers & Education,54,146-161.
20. Erdem, M.(2008).The effects of the blended teaching practice process on prospective teachers' teaching self-Efficacy and epistemological beliefs.Eurasian Journal of Educational Research,30,81-98.
21. Feenberg, A.(2009).Critical theory of communication technology: Introduction to the special section.The Information Society,25(2),77-83.
22. Fleischmann, K. R.(2009).Sociotechnical interaction and cyborg-cyborg interaction: Transforming the scale and convergence of HCI.The Information Society,25(4),227-235.
23. Fox, R.,Henri, J.(2005).Understanding teacher mindsets: IT and change in Hong Kong schools.Educational Technology & Society,8(2),161-169.
24. Gao, P.,Choy, D.,Wong, A. F. L.,Wu, J.(2009).Developing a better understanding of technology based pedagogy.Australasian Journal of Educational Technology,25(5),714-730.
25. Hargittai, E.,Walejko, G.(2008).The participation divide: Content creation and sharing in the digital age.Information, Communication & Society,11(2),239-256.
26. Ho, W. C.(2007).Students' experiences with and preferences for using information technology in music learning in Shanghai's secondary schools.British Journal of Educational Technology,38,699-714.
27. Hyun, E.(2005).A study of 5- to 6-year-old children's peer dynamics and dialectical learning in a computer-based technology-rich classroom environment.Computers & Education,44,69-91.
28. Kose, E.(2009).Assessment of the effectiveness of the educational environment supported by computer aided presentations at primary school level.Computers & Education,53,1355-1362.
29. Lieberman, A.,Mace, D. P.(2010).Making practice public: Teacher learning in the 21st century.Journal of Teacher Education,61,77-88.
30. Lim, C. P.(2008).Spirit of the game: Empowering students as designers in schools?.British Journal of Educational Technology,39,996-1003.
31. Ljung-Djarf, A.(2008).To play or not to play-That is the question: Computer use within three Swedish preschools.Early Education and Development,19(2),330-339.
32. McMellon, C. A.,Schiffman, L. G.(2002).Cybersenior empowerment: How some older individuals are taking control of their lives.Journal of Applied Gerontology,21(2),157-175.
33. Mehra, B.,Merkel, C.,Bishop, A. P.(2004).The internet for empowerment of minority and marginalized users.New Media & Society,6(6),529-541.
34. Memisoglu, S. P.(2007).The supervision of information technology classrooms in Turkey: A nationwide survey.Australasian Journal of Educational Technology,23(4),529-541.
35. Nikolopoulou, K.,Gialamas, V.(2009).Investigating pre-service early childhood teachers' views and intentions about integrating and using computers in early childhood settings: Compilation of an instrument.Technology, Pedagogy and Education,18(2),201-219.
36. Nussbaum, M.,Alvarez, C.,McFarlane, A.,Gomez, F.,Claro, S.,Radovic, D.(2009).Technology as small group face-to-face Collaborative Scaffolding.Computers & Education,52,147-153.
37. Papastergiou, M.(2010).Enhancing physical education and sport science students' self-efficacy and attitudes regarding information and communication technologies through a computer literacy course.Computers & Education,54,298-308.
38. Plowman, L.,Stephen, C.(2007).Guided interaction in pre-school settings.Journal of Computer Assisted Learning,23(1),14-26.
39. Powell, D. R.,Diamond, K. E.,Koehler, M. J.(2010).Use of a case-based hypermedia resource in an early literacy coaching intervention with pre-kindergarten teachers.Topics in Early Childhood Special Education,29,239-249.
40. Pugh, K. J.,Zhao, Y.(2003).Stories of teacher alienation: A look at the unintended consequences of efforts to empower teachers.Teaching and Teacher Education,19(2),187-201.
41. Robinson, J. P.,Martin, S. P.(2009).Social attitude differences between internet users and non-users: Evidence from the general social survey.Information, Communication & Society,12(4),508-524.
42. Rudasill, K. M.,Rimm-Kaufman, S. E.(2009).Teacher-child relationship quality: The roles of child temperament and teacher-child interactions.Early Childhood Research Quarterly,24(2),107-120.
43. Salvador, A. C.,Rojas, S.,Susinos, T.(2010).Weaving networks: An educational project for digital inclusion.The Information Society,26(2),137-143.
44. Schechter, C.(2010).Learning from success as leverage for a professional learning community: Exploring an alternative perspective of school improvement process.Teachers College Record,112,182-224.
45. Shelley, M.,Thrane, L.,Shulman, S.,Lang, E.,Beisser, S.,Larson, T.(2004).Digital citizenship: Parameters of the digital divide.Social Science Computer Review,22(2),256-269.
46. Solhaug, T.(2009).Two configurations for accessing classroom computers: Differential impact on students' critical reflections and their empowerment.Journal of Computer Assisted Learning,25(5),411-422.
47. Soong, B.(2008).Learning through computers: Uncovering students' thought processes while solving physics problems.Australasian Journal of Educational Technology,24(5),592-610.
48. Spendlove, D.,Howes, A.,Wake, G.(2010).Partnerships in pedagogy: Refocusing of classroom lenses.European Journal of Teacher Education,33(1),65-77.
49. Sung, Y. T.,Lesgold, A.(2007).Software infrastructure for teachers: A missing link in integrating technology with instruction.Teachers College Record,109,2541-2575.
50. Sutton, J.,Pollock, S.(2000).Online activism for women's rights.Cyberpsychology & Behavior,3(5),699-706.
51. Tao, Y. H.,Cheng, C. J.,Sun, S. Y.(2009).What influences college students to continue using business simulation games? The Taiwan experience.Computers & Education,53,929-939.
52. Thurston, A.,Duran, D.,Cunningham, E.,Blanch, S.,Topping, K.(2009).International on-line reciprocal peer tutoring to promote modern language development in primary schools.Computers & Education,53,462-472.
53. Tüzün, H.,Yilmaz-Soylu, M.,Karakuş, T.,İnal, Y.,Kızılkaya, G.(2009).The effects of computer games on primary school students' achievement and motivation in geography learning.Computers & Education,52,68-77.
54. Urhahne, D.,Schanze, S.,Bell, T.,Mansfield, A.,Holmes, J.(2010).Role of the teacher in computersupported collaborative inquiry learning.International Journal of Science Education,32(2),221-243.
55. Uzunboylu, H.,Tuncay, N.(2010).Divergence of digital world of teachers.Educational Technology & Society,13(1),186-194.
56. Valaitis, R. K.(2005).Computers and the Internet: Tools for youth empowerment.Journal of Medical Internet Research,7(5),43-52.
57. Williams, D.,Coles, L.(2007).Teachers' approaches to finding and using research evidence: An information literacy perspective.Educational Research,49,185-206.
58. Yeh, Y. C.(2009).Integrating e-learning into the direct-instruction model to enhance the effectiveness of critical-thinking instruction.Instructional Science,37(2),185-203.
59. 方郁琳(1999)。幼童與電腦：憂慮？優勢？。空中大學社會科學學報，7，93-116。
60. 方顥璇(2004)。公立幼稚園實行資訊教育之個案研究。國立臺北師範學院學報，17(1)，51-78。
61. 方顥璇、廖衾儀(2005)。資訊科技融入幼稚園教學之研究。國立臺北師範學院學報，18(1)，117-150。
62. 吳珍萍(2004)。資訊科技在幼稚園鄉土教學之應用。國民教育，44(6)，7-11。
63. 李文政、周淑惠(1999)。電腦於幼兒教育之應用。教學科技與媒體，44，47-56。
64. 周佩諭(2008)。電子童書設計研究—以「福爾摩沙寶島」為例。幼兒教育，290，36-57。
65. 張建成(2004)。批判的教育社會學研究。臺北:學富。
66. 張漢宜(2007)。模擬在幼兒自然教材教法課程的應用。幼兒保育論壇，2，200-215。
67. 陳儒晰(2008)。幼教人員的資訊認知與實踐：教育社會學的觀點。臺北:高等教育。
68. 陳儒晰、黃金花(2007)。幼兒資訊素養的教育社會學分析。臺灣教育社會學研究，7(2)，1-38。
69. 陳儒晰、黃金花(2009)。幼兒資訊教育的課程設計議題之分析。幼兒教育研究，1，33-68。
70. 廖晨鈞、林聖曦(2010)。幼兒在電腦區正向的情意表現之研究。兒童與教育研究，6，69-104。
71. 翟本瑞(2000)。教育與社會：迎接資訊時代的教育社會學反省。臺北:揚智。
72. 翟本瑞(2002)。連線文化。嘉義:南華大學社會所。

1. 陳儒晰(2014)。幼兒教師對數位媒體輔助幼兒閱讀動機、閱讀理解和溝通互動之思考。教育傳播與科技研究，109，39-56。
2. 陳儒晰(2015)。幼教人員網路社群合作對教學認知實用的影響：網路社會連結的干擾效果。教育科學研究期刊，60(3)，1-26。