本研究旨在探討東部一所國中英語教師如何將資訊科技融入教學以及影響他們使用科技融入教學的因素。本研究從訪談中蒐集東部一所國中八位英語教師的資料，進而更深入的探討教師資訊融入課堂教學的現況。
研究結果發現英語教師會選擇適當的資訊科技來融入課文不同的教學單元。在資訊融入教學的頻率方面，所有的老師在課堂上最常使用手提音響及英文歌曲，然而他們在教學上最少使用互動式電子白板及線上測驗。最後，在可能影響英語教師使用科技融入教學的三個因素之中，教師的態度和信念及學校方面的支持是最能影響他們使用科技融入教學的兩個因素。根據研究結果，本研究亦對教育單位，師資培育中心、學校行政單位及對科技融入教學有興趣的老師提出建議。

This study aimed to investigate how English teachers in a junior high school in eastern Taiwan integrate information technology into instruction as well as the factors influencing their use of technology. The data were collected from the interviews with the eight English teachers in a junior high school in eastern Taiwan in order to further explore teachers’ technology use in the classroom.
Findings showed that English teachers would choose appropriate information technology to integrate into every section of the lesson. As for the frequency of using technology, all teachers used the CD player and songs the most in the classroom while they integrated the electronic interactive whiteboard and online tests into instruction the least. Finally, among the three factors which may affect technology integration into practices, teachers’ attitudes and beliefs as well as the school support are the main factors influencing their use of technology in the classroom. Based on the results, pedagogical implications for educational authorities, teacher training programs, school administrators, and teachers who intend to integrate technology into instruction are discussed.

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