本研究旨在發展一套兼顧「資訊技能」與「教學性」之層級架構，以判別教師所實施之資訊科技融入教學的深淺程度。其中資訊技能之層級區分為：無、現成電腦輔助教學軟體使用、入門、多媒體教學素材原樣導入、多媒體教材設計、自製互動式教學軟體、及自製教學系統等七層；教學性面向則依融入深淺區分為：例行式、初探式、取代式及創新式等四級。在每一層級皆有明確之定義與描述，且各層級間區分明確，故此層級表改善了其他層級表所常見之評定因素不周全，與各層級定義模糊以致不易判別之缺點。此外，本研究以三位中學國文科教師之融入教學個案檢驗本層級表之實用性，初步結果顯示其對於評估並引導教師逐步提升其融入教學之實施為一有用之工具。

This thesis proposes a two-dimensional framework for classifying levels of integrating information technology into teaching. The main feature of this two-dimensional framework is to consider separately technology skills and instruction goals as factors. Levels of technology skills consist of non-use, use of commercial CAI, entry, implementation of original multimedia instructional materials, design of multimedia instructional contents, development of interactive CAI, and development of instructional systems. Levels of instruction goals include routine, attempt, substitute and innovation. Since each level, in technology skills or in instruction goals, is explicitly defined, this proposed framework is easy to classify a teacher to an appropriate level. It aims to improve two drawbacks of traditional approaches, incompleteness of factors considered and ambiguity of level definitions. To corroborate the framework, field tests on Chinese language teachers in middle school were taken. The results not only demonstrate the feasibility but also show the potential to become a useful tool for promoting the integrating information technology levels for teachers.

參考文獻
王全世 (2000)。資訊科技融入教學之意義與內涵。資訊與教育，80，23-31。
教育部 (2000)。國民教育九年一貫課程暫行綱要。臺北：作者。
陳智弘 (2002)。古典與科技牽手-資訊融入國文科教學。國文天地，17，11-16。
Bayraktar, S. (2002). A meta-analysis of the effectiveness of computer –assisted Instruction in science education. Journal of Research on Technology in Education, 34(2), 173-188.
Boethel, M., & Dimock, K.V. (1999). Constructing knowledge with technology:
A review of the literature. Austin, TX: Southwest Educational Development Laboratory. Online Available: http://www.sedl.org/cgi-bin/pdfexit.cgi?url=http://www.sedl.org/pubs/tec27/constructing.pdf
Byrom, E., & Bingham, M. (2001). Lessons learned: Factors influencing the effective use of technology for teaching and learning. Retrieved Sep 5, 2004, from SouthEast Initiatives Regional Technology in Education Consortium Web site: http://www.seirtec.org/publications/lessons.pdf
CEO Forum (2001). Key building blocks for student achievement in the 21st century. Retrieved Aug 20, 2004, from CEO Forum Web site: http://www.ceoforum.org/downloads/report4.pdf
Dias, L. B. (1999). Integrating technology: Something you should know. Learning & Leading with Technology, 27(3),10-13. Online Available: http://www.iste.org/inhouse/publications/ll/27/3/10d/index.cfm?Section=LL_27_3
Dusick, D. M. (1998). What social cognitive factors influence faculty members’ use of computers for teaching? A literature review. Journal of Research on Computing in Education, 31(2), 123-137.
Dwyer, D. C., Ringstaff, C., & Sandholtz, J. H. (1991). Changes in teachers’ beliefs and practices in technology-rich classroom. Educational leadership, 48(8), 45-53.
Ertmer, P.A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology, Research and Development, 47(4), 47-61.
Fulton, K. (1997). Learning in a digital age: Insights onto the issues. Retrieved Aug 24, 2004, from Milken Family Foundation Web site: http://www.mff.org/pubs/ME164.pdf
Lemke, C., & Coughlin, E. (1998). Technology in American schools: Seven dimensions for gauging progress. Retrieved Aug 24, 2004, from Milken Family Foundation Web site: http://www.mff.org/pubs/ME158.pdf
Lemke, C., & Coughlin, E. (1999). Professional competency continuum: Professional skills for the digital age classroom. Retrieved Aug 24, 2004, from Milken Family Foundation Web site: http://www.mff.org/pubs/ME159.pdf
Liu, X., Macmillan, R., & Timmons, V. (1998). Assessing the impact of computer integration on students. Journal of Research on Computing in Education, 31(2), 189-203.
Mills, S.C. (2000-2001). The technology implementation standards configuration matrix: A tool for analyzing technology integration. National Forum of Applied Educational Research Journal, 14, 26-42. Online Available: http://media.lsi.ku.edu/smills/PrintProduction/TechImpStandards.doc
Mills, S. C., & Tincher, R. C. (2003). Be the technology: A developmental model for evaluating technology integration. Journal of Research on Technology in Education, 35(3), 382-401.
Moersch, C. (1995). Levels of technology implementation (LoTi): A framework for measuring classroom technology use. Learning & Leading with Technology, 23(3), 40-42.
Moersch, C. (1999). Assessing current technology use in the classroom. Learning & Leading with Technology, 26(8), 40-43.
Moersch, C. (2002). Measurers of success. Learning & Leading with Technology, 30(3), 10-24.
Moersch, C. (2004). The LoTi connection. Retrieved Sep 10, 2004, from LoTi Web site: http://www.loticonnection.com/
Norris, C., Sullivan, T., Poirot, T., & Soloway, E. (2003). No access, no use, no impact: Snapshot surveys of educational technology in K-12. Journal of Research on Technology in Education, 36(1), 15-27.
North Central Regional Education Laboratory. (2000). enGauge: A framework for effective technology use. Retrieved Aug 15, 2004, from North Central Regional Educational Laboratory Website: http://www.ncrel.org/engauge/
Office of Technology Assessment. (1995). Teachers and technology: making the connection.OTA-HER-616. Washington, DC: U.S. Government Printing Office.
Painter, S. R. (2001). Issues in the observation and evaluation of technology integration in K-12 Classrooms. Journal of Computing in Teacher Education, 17(4), 21-25.
Pierson, M.E. (2001). Technology practice as a function of pedagogical expertise. Journal of Research on Computing on Education, 33(4), 413-430.
Sandholtz, J. H., Ringstaff, C., & Dwyer, D.C. (1997). Teaching with technology: Creating student-centered classrooms. New York, NY: Teachers College Press.
Sivin-Kachala, J., & Bialo, E.R. (2000). 2000 Report on the effectiveness of technology in schools. Washington, DC: Software Publisher's Association. http://www.sunysuffolk.edu/Web/Central/InstTech/projects/iteffrpt.pdf
Southeast and Islands Regional Technology in Education Consortium (2000).
Technology integration progress gauge. Retrieved Aug 1, 2004, from Southeast and Islands Regional Technology in Education Consortium Website: http://www.seirtec.org/eval/gauge.doc
Tearle, P. (2004). A theoretical and instrumental framework for implementing change in ICT in education. Cambridge Journal of Education, 34(3), 331-351.
Tu, C. H., & Twu, H. L. (2002). Educational technology in Taiwan. Education Media International, 39(2), 153-164.
Wang, C. S., & Li, C. C. (2000). An assessment framework for information technology integrated instruction. Paper presented at ICCE (International Conference on Computers in Education)/ ICCAI (International Conference on Computer-Assisted Instruction) 2000.Taipei, Taiwan.
Willams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: current use and future needs. British Journal of Educational Technology, 31(4), 307-320.