| Summary: | 碩士 === 國立清華大學 === 教育與學習科技學系 === 106 === The purpose of this study is to explore the context of major information technology education policies for primary and secondary in Taiwan by analyzing them. In this study, qualitative content analysis with literature review historical orientation is used.
The major research results are shown as follows:
First, the statement of the information technology education policies includes: (1)Hardware: computers, projectors, SMART board, and digital cameras.(2)Internet development: starting from dial-up TANet access, and then point-to-point broadband and wireless network coupled with high-speed access, and finally to the "TANet new generation backbone network."(3) Facility development: computer classrooms, common classrooms with information technology devices, and Multi-functional digital specialized classrooms.
Second, about the digital content, three categories are proposed, namely, the actual mention of teaching resources, digital content generation mechanism, and digital content classification standard. Most of the policies focus on digital content generation mechanism, set up a dedicated agency, and digital content platform, the definition of digital content classification standards.
Third, about teacher training, there are four categories, namely, training time, training methods, training subjects and administrative measures. Training time is divided into-service and pre. Emphasis on practical training methods. Training subjects is divided into information technology and information intergration into instruction. Administrative measures include grading training and teachers hiring, transfer credit, self-checklist, planning programs, incentive measures.
On the Implementation of Related Degrees in the Implementation of Information Education in Primary and Secondary Education in Taiwan:
1. From 2010 to 2017, there was no significant increasing number of theses on IT in teaching in Taiwan.
2. Methods of research were mostly quasi-experimental research, and secondarily action research.
3. Objects of research were largely students, and particularly seniors of elementary schools.
4. Information technology into instruction of teaching subjects, little difference in the number of arts stream and sciences stream.
5. Information technology into instruction of teaching environment, general classroom were mostly.
6. Application of IT equipment was mainly hardware, and secondarily internet, and showed growing diversity year by year.
7. Suggestions of research were offered on three aspects: educators, educational institutes and future researchers.
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