A Study on Learning Effectiveness of Integrating Information Literacy and Ethical Digital Textbooks into the Elementary School Children's Teaching as An Example for Fifth Grade Students

• Main Authors: Chih-Hui Lee, 李治慧
• Other Authors: I-Long Lin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/85197126521777533130

碩士 === 國立宜蘭大學 === 多媒體網路通訊數位學習碩士在職專班 === 101 === The purpose of this study was to explore the 「Information Literacy and Ethics」 digital materials intergrating into teaching for fifth grade students’ learning effectiveness on cyberbullying, online dating and internet addiction. The use of quasi-experimental research study object contained the experimental group and the contrast group of sixty students. The courses of this study included three themes about teenagers’ misuse of the network nowaday. From experimental results I learned about students’ learning effectiveness, and I hoped to enhance students’ capabilities of cognitive attitudes and actions on cyberbullying, internet dating, and internet addiction. This experiment used the digital material－「Information Literacy and Ethics」, published by the Taipei City Department of Education, for experimental teaching. In addition, I used the scale of 「Information Literacy and Ethics」 for cognitive attitudes and actions to evaluate the students before teaching and after teaching, as well as did post-test comparison analysis for both the students from the experimental group and the control group, for understanding students' learning effectivness on information literacy, ethical cognitive attitudes and actions. During the experimental procedures, I also used qualitative analysis such as teaching feedback sheets, worksheets, classroom observation record sheet, and teacher’s reflection, to know the learning process and the learning results of the students under the experimental teaching. Results indicate the following： First, from the aspects of cognitive attitudes and actions, the experimental group students' post-test scores were much higher than their pre-test scores, achieving better learning effectiveness. Second, from the aspects of cognitive attitudes and actions, the post-test scores of the experimental group students were much higher than those of the contrast group students, achieving better learning effectiveness. Third, the use of 「Information Literacy and Ethics」 digital materials intergrating into teaching on student learning was helpful. From the aspects of cognitive attitudes and actions, the experimental group students achieved significant learning effectiveness on information literacy and ethics. Students were satisfied with digital teaching materials intergrating into teaching, and they also gave positive affirmation.