資訊科技運用對高中公民與社會科教師工作之影響

觀我國資訊融入教學之脈絡，2000年時，教育部提出國民中小學資訊基本素養指標，對於教師資訊能力之要求僅限於資訊科技之初階應用，如：了解網路禮儀，並將電腦用於教學工具之使用（包括分析學生學習成果、使用投影片教學以及指導學生使用網路作為學習工具）；2014年時，學者提出使用新的數位軟硬體、新型教學模式及教學策略或將數位工具用於新學習領域認定為「教育或教學創新的方法」；2016年即使將「資訊科技」列為國高中階段之必修課程，亦僅要求教師能「打破時空限制，提供學生隨時隨地學習之雲端資源」。也就是說，即使資訊教育為政府著力的重要政策方向，對於教師是否將資訊科技融入教學仍無強制力。　　雖工作需求之變動為推動教師改變教學模式的推力之一，然在課程綱要規定籠統、無強制力（教師法或高級中學教育法皆無規定教師未達成之懲處機制）、亦無誘因的情況下，雖然各科皆需依照實際授課、預先上網填寫包含勾選相關資訊科技使用之欄位的「課程規劃表」，108課綱亦將「科技資訊與媒體素養」列為總綱的核心素養項目之一，教師是否使用資訊科技仍回到個人的評估與考量。此時，個人外在因素──對於資訊工具之定位（即績效預期）與教師自身能力（和習慣與經驗有關，即教師修習師資培育課程與資訊科技發展時間之對應性及其後續教學的使用頻率），及各項促成因素（如軟硬體設備、學校支持、組織氣氛及學生狀態）和個人內在因素（教師信念、職稱與工作界線），即扮演關鍵的影響力，進而改變教室教學的樣態；而上述教學樣態之變化，亦使得學校之行政業務組別在提供教師相應協助的狀態下提升其業務量，通訊軟體的使用與普及也進一步模糊了教師的上下班界線。　　為更全面地了解資訊科技運用對於高中公民與社會科教師工作帶來之影響，筆者未依本研究領域中大量運用之量化研究法，採用質化為主、輔以部分敘述統計為論證之混合性研究進行之；此外，本論文研究的時間點（2021年上半年）亦提供豐富的比較資料，可以了解在Covid-19疫情影響下，工作需求（資訊融入教學）由原先「鼓勵性質」轉變為「強制性質」之情況，教師的「實際使用行為」及感受。　　最後，筆者進一步分析一般授課及遠距教學下教師教學模式之變化、影響其使用資訊融入教學之考量因素與促成因素、及教師因而產生之心理感受與調適，以提出本論文之研究結論與政策建議。

關鍵字

資訊科技；高中教師；資訊融入教學；遠距教學；職－家衝突；科技接受模式；科技教學與內容知識

並列摘要

Looking at the context of Information Technology Integrated into Instruction in Taiwan, we can find that in 2014, an educational scholar defined the use of new digital hardware and software, new teaching models and teaching strategies, or the use of digital tools in new learning areas as "innovative approaches of education or teaching." In 2016, even though "information technology" was made a compulsory subject for junior and senior high schools, teachers were only required to be able to "use the cloud resources, so teachers can break the constraints of time and space to provide students resources for learning anytime, anywhere”. In 2000, the Ministry of Education's basic information literacy indicators for elementary and secondary schools only required teachers to have basic IT applications skills, such as understanding Internet etiquette and using computers as teaching tools, including analyzing students' learning outcomes, teaching with slides, and guiding students to use the Internet as a learning tool. In other words, even though IT is one of the main policies for the government to focus on, there is still no compulsion for teachers to adopt IT in teaching. 　　Although changing work demands are driving forces for teachers to change their ways of teaching, the new guideline also includes "technology and information and media literacy" as one of the general syllabus items. However, when the syllabus is vague and non-compulsory (both the Teacher's Act and the Senior High School Education Act do not include any penalty for teachers not complying with the guideline), and there is no material incentive for teachers to do extra work, the guideline becomes only an optional choice for the teachers even though teachers are required to fill out the "Curriculum Planning Form" that includes a checkbox for the use of information technology in advance. 　　At this point, the external factors—how teachers use information tools (i.e., performance expectations) and how well they could use these tools (related to habits and experiences, i.e., how much training teachers received and how frequent they apply the skills in their teaching after training ), various contributing factors (such as hardware and software, school support, organizational climate, and student status) as well as the internal factors (such as teachers' beliefs, titles, and work boundaries), all play the key roles in whether teachers adopt information technology integrated into instruction. Due to providing extra assistance to teachers, administrative staffs are forced to do more work. The increasingly frequent use of communication software has further blurred the boundaries between teachers' work and personal life. 　　In order to have a more comprehensive understanding of the impact of using ICT on the work of civics and society teachers, this paper adopted a mixed research approach with a qualitative focus supplemented by some narrative statistics, instead of the quantitative research method that has been used extensively in this research field. In addition, the time point of this study (the first half of 2021) also provided rich comparative data to understand the "actual use behavior" and feelings of the teachers when the guideline (i.e., information integration in teaching) changed from "encouraging" to "mandatory" under the influence of Covid-19. 　　In conclusion, this study attempts to analyze the changes in teachers' teaching patterns from normal situation to remote education under the influence of Covid-19, the factors that influence their use of information-integrated teaching, and the changes in teachers' psychological perceptions. Additionally, the author also provide feasible research directions and suggestions for follow-up research.