|Abstract: ||本研究針對臺北縣公立國民小學資訊組長專業知能發展進行調查評估，旨在探討資訊組長扮演促進資訊教育政策推廣之關鍵角色，為實踐其角色任務所應發展之專業知能。本研究以資訊組長角度調查其對於知能內涵與發展方式之看法，並分析不同背景變項資訊組長對專業重要程度與發展需求之差異看法。以全北縣201所公立國民小學資訊組長為對象，採自編「國民小學資訊組長專業知能及培訓需求」問卷進行全面性調查，共發放201份問卷，有效回收問卷171份，回收率為85.0％，問卷信度Cronbach α值為0.96。|
The purpose of this study is to investigate the needs and the importance of professional competency for information technology coordinators of the public elementary school in Taipei County. The content and methods for professional growth program design were explored. Besides, the different needs between the demographic backgrounds of group members were analyzed.
201 questionnaires were sent to all information technology coordinators of the public elementary school in Taipei County. There were 171 returned and the valid rate of return is 85.0%. The reliability of the questionnaire is 0.96 of Cronbach α.
The conclusions of the research were summarized as follows:
1. Among 6 dimensions, the needs and the importance come to the same thing, the priorities of developmental need are listed as follows: (1) maintenance and assistance, (2) operation and process, (3) administration duty, (4) teaching development, (5) broadcast and communication, and (6) evaluation and consultation.
2. Among 45 items, the top 3 of the importance rankings were: (1) information security and data backup, (2) network keeping, (3) computer classroom management; the top 3 of the needs rankings were: (1) network keeping, (2) information security and data backup, (3) operating system maintenance.
3. The degree of importance for professional competency varied with different demographic backgrounds, such as “gender”, “years of teaching”, “previous education background”, “IT department or not”, “school level”, “years of MIS work”, “professional title of MIS work”, and “ previous training experience”.
4. The degree of needs for professional competency varied with different demographic backgrounds, such as “previous education background” , “IT department or not” , “professional title of MIS work” , “the way to serve as MIS” , and “previous training experience”.
5. Professional development programs, which information technology coordinators were in favor of, delivered by: (1) training/research and study, (2) tutoring by senior staff, and (3) discussion on the internet.