本研究之目的是藉由「教師自行設計與實施」及「教師與資訊人員共同設計與實施」兩種融入教學實驗，來初探國中英語科教師在有無資訊人員協助課程設計的狀況下，對實施融入教學的反應。本研究藉由座談會、電腦基本知能研習及部份英語科教學課程實施資訊融入教學，來了解教師實施融入教學的情況。研究發現，對初接觸融入教學的教師來說，有資訊人員的協助，將會提高教師實施融入教學的意願。而在課程設計階段，資訊人員應與教師討論出可資訊化的既有教學活動，並嘗試將其實作，以此縮小融入教學教案的範圍，減低教師的負擔，而在教學準備階段，資訊人員可採取「做中學」的策略，來補強學科教師電腦知能，並協助找尋數位素材及擔任技術諮詢，以減少教師教學準備時間及心理負擔。此外，各學科應找出其專屬於融入教學的特性，並利用這些特性作為實施融入教學的參考點，或以此開發輔助教學系統，以利日後融入教學活動之進行。

Two studies investigated implementation issues of integrating information technology (IT) into teaching of English as a foreign language at the junior high level. In the first study, English teachers were asked to do IT integration teaching after some preliminary training. In the second study, IT personnel were involved in all phases of the IT integration teaching process, from brainstorming integration ideas to actual implementation, to creating computer aided tools for instructional purposes. In both studies, English teachers participated in group discussions on IT integration and attended basic IT trainings before set out to do IT integration teaching of their own. The major findings are: (1) English teachers are more likely to carry out the integration plan knowing that IT personnel will be there every step of the way; (2) joint development of integration plan by the subject teachers and the IT personnel is more likely to be successful because both the pedagogical issues and technical implementation issues will have been thought of; (3) subject teachers’ IT-training should be of “learning by doing;” (4) subject specific CAI software for use in regular classroom setting is needed.

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