Current Condition and Response to Difficulty of Junior High Schools and an Elementary School for Information Education-- An Exmple of Information Seed Schools at the Middle Taiwan

• Main Authors: Chung-liang Shih, 施俊良
• Other Authors: Ben-ray Jai
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/26693104977505759926

碩士 === 南華大學 === 教育社會學研究所 === 93 === 　　In this paper, the author exam the current condition of the Technology-Integrated Education in four schools (3 junior high schools and 1 elementary school) in Nantou County taking “The Project of Team Development of Information Seed Schools”. 　 　　By in-depth interviewing of those sponsors, professors who assisting this project and key persons in charge of the Department of Education, we found that this project did not run smoothly in the first year. The factors affected implementations of this project are: 1. Teachers’ capacity of technology 2. Information administrator’s regular positions 3. The leadership of the Principal 4. Peer pressure of teachers 5. Myths of Technology-Integrated Education 6. Policy of Implementation It was affect by different factors depending on the state of different schools which were not quite the same. In this paper we exam the current condition for this project from six different dimensions: 1. The application procedure of the project 2. Technology hardware and resources 3. The Mode of team work 4. The factors of executing the project 5. Effects upon courses and teaching of Technology-Integrated Education 6. Experience and progress of hardship or difficulty 　 We get the following conclusions at the end: 1. It is controversial about how the resources were justified distributed. 2. The courses of team composition are completely distinct. 3. Participants couldn’t realize the meaning of this plan and considering the Information Integration only. 4. Delaying budget allotment makes participant schools delayed paying to supplier for almost 2 years. All schools will reconsider about future applicant of other projects. 5. The Department of Education does not supervise implementation of policy thoroughly. 6. Teachers’ capacity of technology could influence the will to practice Technology-Integrated Education. 7. The leadership of the director determined the special effects of technology education in the entire school. 8. Short of official staff makes the information administrator feels strained. 9. Innovation of course and teaching is the core issue of Technology-Integrated Education.