本研究提出一個以「學科教學工具」為主之「學科教師電腦訓練模式」，試圖改進傳統教師電腦訓練模式的缺點，使得教師們可以有效率地學習科技融入教學所需的基本電腦知能，並加以實作。我們以國中英語科為研究範圍，針對英語教師的一般教學需要，研擬教師電腦訓練模式；再採個案研究的方式，觀察英語教師學習資訊科技與職場應用的過程，並瞭解教師的感受與信念。我們從實務性的觀點來探討此電腦訓練模式之實際成效。
研究結果發現，個案教師的電腦知能、資訊融入教學的層級與信念均有所提升。我們作出以下結論：(1)教師能夠自行嘗試使用更多的資訊科技在教學上以使得教案設計與教材製作可以更為活潑；(2)教師將資訊科技的使用從「輔助教學教具的製作」擴大至「教案的規劃及教材的製作」：(3)學科教學工具使資訊科技與學科專業有更緊密的結合；(4)教師電腦知能的成長與資訊融入教學相得益彰；(5) 資訊人員的角色轉變，從訓練者變成協助者；(6) 學科教學工具的實用性高。

A subject-specific tool based information technology (IT) training model is proposed. The training model centered on learning of subject-specific tool which is readily usable in the classroom. Experimentation with junior high school English teachers was conducted. An appropriate IT training model according to the necessities of English instruction was derived. Then case studies were conducted to study teachers’ improvement in IT skills, their willingness in using IT for instructional purposes, and their acceptance of using IT in the class rooms.
From the case studies, we found that all teachers have had a positive experience in using IT. It was found that (1) the subject-specific tool bridge the gap between IT and instruction; (2) teachers are willing to try more IT in their teaching instruction; (3) teachers expanded the use of IT from being a conventional teaching aid to making of teaching plans; (4) teachers IT competence grows as they use IT in their instructional activities; (5) the role of managers of information system (MIS) has been transformed from being a trainer to a consultant; (6) the subject-specific is practical.

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