| Summary: | 碩士 === 國立暨南國際大學 === 比較教育研究所 === 90 === A Comparative Study on Information Technology in Education in Taiwan, Hong Kong , and Singapore
By Cheng-Tao Tsai
Abstract
The purpose of this study is to compare the development and present situation of IT in education on junior and elementary schools in Taiwan, Hong Kong , and Singapore. This study uses G. Z. F. Bereday’s comparative method in education and document analysis.
The major findings of this study are shown as follow:
1. Executive manners of IT in education in Taiwan and Singapore are from top to bottom. Whereas that in Hong Kong is from bottom to up.
2. Because the different ideology in politics and culture , IT in education in Hong Kong and Singapore focuses on the typical elitisms. In Taiwan, IT in education emphasize on training student basic information literacy and its generalization.
3. There are IT curriculum resource centers established by their governments in those three countries. For example, there is a “Learning Center” in Taiwan, “ HK education CITY. Net ” in Hong Kong and “Teaching Material Resource Center” and “Digital Media Repositories ” in Singapore.
4. All three countries use integrating model to develop their IT in education. Among which, there is the highest rate for IT integrating curriculum in Singapore. Thirty percent of class-hour should be IT integrating curriculum. In Hong Kong, there should be 25﹪of teaching time integrating IT into teaching. In Taiwan, IT integrate teaching is emphasized.
5. All three countries undergoing a rather large scale teacher professional development in IT competency. For example, Taiwan has NII plan. In Hong Kong, teachers were stipulated four levels of IT competency. In Singapore, a four-tier fan model will be put in place to train teachers in every school.
6. It exists digital divide in Taiwan. Whereas, the digital divide is less obvious in Hong Kong and Singapore because their population is equally distributed in both those two countries.
7. In order to promote IT in education, there is a “seed school” in Taiwan, a “pilot school” in Hong Kong and “modeling school” in Singapore. All of those schools receive major funding from government to establish their equipment and budget in teaching.
8. In budget and equipment, the Singapore government allocates the most amount of budget in IT education and assisting hardware in the class setting. In Hong Kong, schools receive funding not only from Education Department but also “Quality Education Fund”. In Taiwan, the buildup of the infrastructure has been basically completed in 1999.
Some suggestions in this study are in the following:
1. IT in education should switch to bottom-to-top model and should establish school-centered model.
2. Teaching resources in government and community should be integrated into a whole. Collating educational resources and to provide the platform for sharing and collaboration among students, teachers , and the public.
3. There should be a clear criterion for training content. The content of training program should emphasize the integration of IT into teaching.
4. A valid assessment for teachers’ information technology literacy should be held regularly.
5. Computer equipment should be equally distributed to each classroom instead of locating computer rooms.
6. There should be a pilot school in each major school district. Therefore, this pilot school can provide resources to the residence within the area.
7. Government should develop IT in education and minimize the digital divide in suburban area through educational cooperation.
8. Resources of governments’ and those of communities should be incorporated so that the result of IT in education can be maximized.
Keyword : IT in education, information technol
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