| dc.description.abstract | In this study, action narrative inquiry was adopted to investigate the use of information technology in primary instruction context. The study focused on how the teacher integrated the learning platform—Tomorrow Planet into her instruction, what strategies she used to guide the students to familiar with platform and to enhance students’ reading ability, what difficulties she encountered, and how she solved the problems . This research was conducted in an elementary school in northern Taiwan. The participants included one elementary school teacher, and 28 1^stgrade students. Interview, class observation were used to collect the data. The detail of the instruction context was constructed through four different dimensions of
dialogs: self-dialogs, dialogs with platform-design team, dialogs with students’ parents, and dialogs with research team. After analyzing the data, the three-stage integration process was found and the some suggestions for integrating technology into Chinese learning were proposed for future study.
Practice the entire operation is divided into five periods: the preparation period, infancy, collision, maturity, decay period. From the tablet has not yet entered the original teaching of the classroom, into the tablet into the practice of teaching the course, after a collision with impact tools and run-people, by the people travel tools and learning network gradually mature.
After the implementation of such a process, I explain conclusions from science and technology, teaching and learning activities, and these three parts should be mutually support each other, to be able to achieve the best results of teaching and learning. | en_US |