本研究旨在探究如何運用電腦支援協作學習模式，瞭解師培生在不同的資訊學 習環境下對教學專業理解之差異。本研究分析師培生在不同數位平台—黑板數位學 習平台（Blackboard, BB）與知識論壇平台（Knowledge Forum, KF）—上的概念學 習與理解情形。研究對象為某國立大學之49位學生，研究設計將學生分為使用BB組 （N=25）與使用KF組（N=24）。研究資料包含學生在BB以及KF平台上的活動，以 及學生的文章內容。主要研究結果如下：第一、兩組學生在相同教師及相同課程設計 下，平台上的活動量大致相同，在總文章數和總文字數上沒有顯著差異，但在回文數 上，BB組的學生比KF組的學生表現較佳。第二、在教育理論與教師專業概念的高層 次理解層面上，KF組學生比BB組學生表現更佳。本研究根據上述結果，進一步討論 在資訊社會的趨勢下，如何運用教學科技幫助師培生對教學專業理解之能力。

This study compared the effects of two different computer-supported collabora-tive learning environments on teacher-education students’ conceptual understanding of theories and expertise in teaching. Participants were 49 students who took a course titled “Integrating Instructional Theory and Practice” offered by a teacher ed-ucation program in a national university in Taiwan. The participants assigned to the experimental group used Blackboard (N=25) and those in the control group used Knowledge Forum (N=24). The study employed a mixed-method design. Data sources include students’ posts and activities recorded in the databases of BB and KF. One-way ANOVA was employed to compare the differences between students’ online activities (e.g., number of notes posted). An open-coding procedure were adopted to analyze the content of student notes. The results show that: (1) more builton actives were observed in the BB group than in the KF group; (2) students in the KF group demonstrated higher levels of understanding of the relationship be-tween creative teaching theory and practice than those in the BB group did. Strate-gies for facilitating teacher-education students’ teaching ability by means of the in-structional technologies in the information age are provided.