教師學習專業社群為一個提升教師專業知識發展的良好學習環境，尤其是教育學程生缺乏教學現場的經驗，需要獲得更多元的資源來適應未來教學環境。然而經由過去的研究發現，教師學習專業社群仍普遍存在知識分享與互動上的問題。主要的原因是組織文化缺乏知識分享的特性，且教師在學期間通常校務、課業繁忙，沒有足夠的時間持續參與教師學習專業社群相關的學習活動。鑑此，本研究團隊自2006年開始研發教師專業發展平台，整合知識管理與線上社群的策略，雖然過去研究顯示，此教師專業發展平台有助於教師間交流知識，且已成功推廣在教育界(目前約有兩萬多的會員)，但整體使用率與互動狀況仍偏低。本研究針對社交網絡服務能夠提升使用者互動的特性、以及行動App中促進互動與整合多媒體的功能，來建置一個專屬於教師學習的專業發展平台App，提供教師進行教學活動設計與分享的機制，來觀察教育學程生對於其科技接受度與使用行為的情況，以及是否能夠提升教育學程生的教案設計能力。
為了深入瞭解教育學程生對於平台的使用狀況與教案設計的能力，本研究採不等組前後測設計準實驗研究法，分為實驗組（17人）與控制組（21人），實驗研究對象為地理學科教育學程生。在實驗過程中進行教案設計的前後測、學習平台的使用次數分析與科技接受度的問卷調查，其研究發現如下：
一、使用「行動社交網絡服務之教師專業發展平台WIDE_KM App」的教育學程生其在教學活動設計上優於操作「原WIDE_KM 教學知識主題部落格 PC版」的教育學程生。
二、使用「行動社交網絡服務之教師專業發展平台WIDE_KM App」的教育學程生其在平台的使用次數優於操作「原WIDE_KM 教學知識主題部落格 PC版」的教育學程生。
三、使用「行動社交網絡服務之教師專業發展平台WIDE_KM App」的教育學程生與「原WIDE_KM 教學知識主題部落格 PC版」的教育學程生對於使用平台的科技接受度與態度大部分題項持正向態度。
研究結果顯示，「行動社交網絡服務之教師專業發展平台WIDE_KM App」，所提供的社交網絡服務與行動App的特性，確實有助於教育學程生在教案設計上的學習成效以及增進教育學程生在教師專業發展平台持續使用與學習的狀況，提供未來在設計有效益的教師專業發展平台時的一個參考方向。

A professional learning community for teachers is a useful environment to promote teachers’ professional development. This learning community is especially important for students who majored or minored in teacher education because of their being lack of on-site teaching experience, and they need more multiple resources to adapt themselves to the future teaching context. However, previous studies showed limited knowledge sharing and social interaction in the professional learning community for teachers due to the coulture in the community. Moreover, teachers often had limited time to participate in learning activities related to the teacher community constantly because of their busy academic and administrative duties. Accordingly, our research group has implemented a professional development platform for teachers since 2006, aiming to integrate strategies of knowledge management and online community. As previous studies showed that this platform has improved teachers’ knowledge exchange and has been spread to education field with approximately twenty thousand members at present, but the overall utilization and social interaction among teachers were still limited. Therefore, the purpose of this study was to build the customized professional development platform (WIDE_KM App) for teachers to design teaching activities and exchange their knowledge by applying features of mobile application platform (App), i.e., interaction and multimedia functions and the feature of social network service, i.e., enhanced interaction. An experiment was conducted to evaluate teacher education students’ technology acceptance, usage behaviors and their abilities to design lesson plans.
To understand these teacher education students’ usage patterns in our platform and their abilities to design lesson plans, the researcher adopted a quasi-experimental research method with nonequivalent pretest-posttest designs. Participants were 38 teacher education students in the Department of Geography at a university of Taipei city. There were 17 students in the experimental group and 21 students in the control group. A pretest and a posttest were used to evaluate participants’ lesson plan designs, and frequency of participants’ using the learning platform was also analyzed. Participants’ technology acceptance was explored with a questionnaire. The following were the findings in this study:
(1) Those teacher education students who used “WIDE_KM App: Mobile Social Networking App for teachers’ professional development” have better abilities to design lesson plans than those teacher education students who used “Original Web-based Instructional Design Environment with Knowledge Management modules”.
(2) Frequency of using the platform by teacher education students who used “WIDE_KM App: Mobile Social Networking App for teachers’ professional development” was higher than that by teacher education students who used “Original Web-based Instructional Design Environment with Knowledge Management modules”.
(3) Both teacher education students using “WIDE_KM App: Mobile Social Networking App for teachers’ professional development” and students using “Original Web-based Instructional Design Environment with Knowledge Management modules” showed positive views in most items regarding technology acceptance and attitude.
The research results showed that characteristics of social network service and mobile App in “WIDE_KM App: Mobile Social Networking App for teachers’ professional development” can actually promote teacher education students’ lesson plan designs and enhance their frequency of participating in learning activities of professional development platform. It also provided a direction to design an efficient professional development platform for teachers in the future.

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