為確保未來老師能有效地運用科技於教學，美國的師資培育機構在教育部「培育明日教師使用科技（PT”）」計畫的經費補助下，紛紛進行大規模的課程改革與教學創新。本研究蒐集並彙整相關文獻，指出四種科技融入師資培育的推動模式，包括變革代理人模式、個別輔導模式、協同合作模式、以及現場本位模式等。此外針對科技融入的實施案例分為連結現場、直接至現場、以及特定領域應用等三大類說明具體的作法與成果，最後從理論依據、課程目標、師資培育者角色、核心活動、以及科技應用等項目歸納前述案例的共通特性，進而針對國內師資培育的經費補助、師資培育者的角色、師資培育機構與中小學的夥伴關係、以及職前教師科技能力的評鑑等方面提供具體的建議，庶幾對從事師資培育工作的相關人員有所啟發，而有助於科技融入師資培育之推展。

The teacher preparation programs in America are currently engaged in curriculum reforms and instructional innovations under the grants of PT?, that is, Preparing Tomorrow's Teachers to Use Technology. After a review of the literature, this paper pointed out four models of technology integration in teacher education, namely, the change agent model, the mentoring model, the collaborative model, and the field based model. For further illustration regarding the implementation processes and outcomes, the reported cases were clustered into three groups, namely, connecting the field, going to the field, and emphasizing the use of specific content areas, The characteristics of these cases were then analyzed in terms of theoretical background, program objectives, roles of teacher educators, core activities, and use of technology. At the end, relevant suggestions on project funding, teacher educators, K-12 and university partnerships, and evaluation of preservice teacher technology competencies are provided for the better development of technology integration in teacher education in Taiwan.

科技融入、師資培育、現場本位、科技能力

technology integration, teacher education, field based, technology competencies