|摘要: ||本研究由學校的層次出發，其目的在調查台北縣資訊種子學校，在推動資訊融入教學實施策略上的現況，並分析不同類別的資訊種子學校，在推動資訊融入教學實施策略上的差異，希望能成為其他學校在推動資訊融入教學時的參考。本研究採用徐新逸 92年國科會與教育部合作目標導向專題計畫(NSC92 -2511- S- 032- 002- X3) 之部分研究成果編製成問卷，調查台北縣初級、中級及典範種子學校種子團隊核心成員對資訊融入教學推動策略之意見，並運用描述性統計及單因子多變量變異數分析(MONOVA)等分析方法解釋資料，本研究之結論如下：|
The purposes of this research was to investigate the information-technology integrated instruction implementation strategies from school level, among the different year categories, the different scale of school, and the different type of school in Taipei county information seed schools. This research adapted a questionnaire and partial results from H. Shyu’s previous project, National Science Council cooperated with the Ministry of Education research project (Project Number as NSC92 -2511- S- 032- 002- X3). The results of this study were listed as follows:
1. The strategies used by the Taipei county information seed schools were categorized as four domains: system, persons, things, management. But, among them, the things were the most emphasis, and the management was the least emphasis.
2. There were different categorizes in each domains .The category of school vision, principle, and impetus of result were the most emphasis, the category of school course, student and funds resource were the least emphasis.
3. There were three items emphasized most. They were the principle supports and management of resource properly, the concept of information technology integrated instruction of principle was correct, and the principle offered support to the teachers and encouraged teacher''s morale in a proper time. There were three items emphasized the least. They were seldom taken the usage data of the equipment and software for the teachers to evaluate teachers’ performance, the cross school cooperation, and the community participation plan.
4. In the information seed school of Taipei, the medium-sized school was the highest in the attention degree of the whole strategies, the large-scale school paid attention to the category of equipment, the principle and the utilization of achievement. The small-scale school paid attention to the category of funds, the resource and the utilization of achievement.
5. The principle and the utilization of achievement were the two categorizes emphasized by the downtown school and the remote school. The remote school emphasis on the category of resource, the downtown school emphasis on the category of equipment management. The items such as the member of information technology group, the information technology support of student, and the ability of communication of principle were emphasized by remote school. The management of information equipment, the time required on instruction design for information technology integrated instruction and the specialized ability about information technology, those were the items emphasized by the downtown school.
6. The attention degree in the five kinds of information seed school of Taipei was sequenced as follow: the 92-year intermediate, the 93-year elementary, the 92-year elementary, the 91-year elementary and the model schools. On the domain level, the 92-year intermediate emphasized on the people domain, but other type of information seed school emphasized on things domain. In system domain, the 92-year intermediates in the strategy item of school organizes has higher attention degree than other types of school. In the domain of people, such as the support of principle, the understanding of policy and the evaluation of plan, the 92-year intermediates were also higher than other types of school.
The suggestions to the Ministry of Education, the Taipei county Bureau of Education and the School of Taipei County who has the willing to impetus information technology integrated instruction are listed as follows:
1. The suggestions to the Ministry of Education :
A. The Ministry of Education has to Integrate and publish the execution experience and the result of the information seed school of entire national. This report will be a important guideline for the school who has the willing to promote the information technology integrate instruction.
B. The training curriculum of information seed school teacher team should contain the plan management and the specialized knowledge of evaluation.
C. The information seed school should promote the teaching potency as the first priority.
2. The suggestions to the Taipei county Bureau of Education:
A. The training curriculum of information seed school teacher team can plan gradually leading the teacher to achieve the level of the instructional innovation.
B. The Bureau of Education should promote the cooperation patterns and relationships among the schools.
C. It may be useful to adapt the examination tests to develop the analysis method of evaluating the information technology integrated instruction.
D. The principle in a school was the key person when the school adopted the innovation like information-technology integrated instruction. The training program should be planed in addition.
3. The suggestions to the school of Taipei County who has the willing to impetus information technology integrated instruction:
A. The school should keep the consistency of school vision, school-based curriculum, the vision of information-technology integrated instruction, teacher’s specialty improvement and student’s evaluation.
B. The information seed schools that had more experience such as the 92-year intermediate and the model school, while promoting information-technology integrated instruction, must establish the sharing culture within an organization.
Some suggestions for different scales and types of school were also listed in the end of the research.