淡江大學機構典藏:Item 987654321/31282
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    题名: 臺北縣公立國民小學資訊組長專業知能及其培訓需求之調查研究
    其它题名: A study on professional competency and training needs for information technology coordinators of the public elementary school in Taipei county
    台北縣公立國民小學資訊組長專業知能及其培訓需求之調查研究
    作者: 何瑞雄;Ho, Jui-hsiung
    贡献者: 淡江大學教育科技學系碩士班
    張瓊穗;Chang, Chiung-sui
    关键词: 資訊組長;專業知能;培訓需求;Information Technology Coordinators;Professional Competency;Training Needs
    日期: 2008
    上传时间: 2010-01-11 00:29:15 (UTC+8)
    摘要: 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。
    本研究結果顯示：
    一、從專業知能層面來看，重要程度與需求程度由高至低依序皆為：「維修協助知能」、「操作處理知能」、「行政執掌知能」、「教學發展知能」、「傳播溝通知能」，以及「評估諮詢知能」。
    二、從專業知能項目來看，重要程度排序前3名依次為：（1）具備維護資訊安全及備份資料的能力、（2）具備維護網路架構與設備以保持通訊順暢的能力、（3）具備管理電腦教室的能力；培訓需求排序前3名依次為：（1）具備維護網路架構與設備以保持通訊順暢的能力、（2）具備維護資訊安全及備份資料的能力、（3）具備維護伺服器穩定運作的能力。
    三、不同背景之資訊組長產生重要程度差異之變項計有8項，包括：性別、教學年資、最高學歷、就讀之系所、學校所屬規模、擔任資訊組長年資、擔任資訊負責人職務、參與教育局規劃研習課程之次數。
    四、不同背景之資訊組長產生需求程度差異之變項計有5項，包括：最高學歷、就讀之科系（所）、擔任資訊負責人職務、擔任資訊組長的管道、自行參與專業成長相關研習活動之次數。
    五、在專業發展方式上，資訊組長主要偏好之專業成長方式依序為：（1）培訓研習（2）資深帶領、教導新手（3）網路討論交流。
    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.
    显示于类别:[教育科技學系暨研究所] 學位論文

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