Research on the implementation Strategies of Information Technology Education in Elementary Schools in Taipei City

• Main Author: 陳志偉
• Other Authors: 曾錦達
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/31103090643122164584

碩士 === 國立台北師範學院 === 國民教育研究所 === 90 === This research is to probe into the implementation strategies of information technology education in elementary schools in Taipei City, the current implementation status, as well as the difficult situation involved, and, through interviews with education faculties in elementary schools and the experiences in the United States and the United Kingdom, find out the solutions for reference of the authorities concern and the schools in promoting information technology education. To begin with, the researcher garnered the relevant documents and visited two staffs from the Information Division at the Education Bureau to understand the implementation strategies of information technology education in Taipei City. Then the researcher visited the education staffs in three schools to find out what difficult situation they had in promoting information technology education, and, on that basis, developed questionnaires entitled “Research on the implementation Strategies of Information technology education in Elementary Schools in Taipei City — from the angle of information technology education leaders and system programmers” and “Research on the implementation Strategies of Information technology education in Elementary Schools in Taipei City — from the angle of general teachers” which were answered by 248 information technology education leaders and system programmers and 474 teachers from 141 elementary schools in Taipei City to reveal the difficult situation they faced in promoting information technology education in elementary schools in Taipei City. Finally, the researcher interviewed education faculties to know how they overcome the difficult situation they faced. A conclusion drawn from the analysis of the information acquired through the foregoing investigation is as follows: 1.Promotion of information technology education strategies needs more integrated planning and supporting measures. 2.Compared with medium or large schools, small schools have a more advantageous development in promoting information technology education. 3.Assistance to key schools and coordination of inter-school cooperation have yet to go all lengths. 4.The education authorities should act as the leading role in promoting information technology education strategies to thereby avoid try-and-error by individual schools. 5.Information technology education faculties in schools should accord more weight on education than technical maintenance. 6.The tight schedules are one of the main reasons for the poor effect in promoting information technology education. 7.Education authorities should act as the leading role in planning and purchasing the teaching resources and equipments. Based on the foregoing, the researcher proposes as follows: 1.Education authorities should evaluate the feasibility of the tested strategies before promoting the same. 2.The key schools and the general schools should subjectively set up information technology education plans and on that basis request expenditures. 3.Increase the number of the information promotion faculties in key schools and general schools and provide them with professional training. 4.Aside from discovering questions, the authorities should also aggressively assist the schools in solving problems. 5.Besides facilities and expenditure resources, the education authorities should provide key schools with more assistance. 6.Set up professional institute to administer research and development of information technology education. 7.Recommendations to further research: (1)Due to the limited time available and the researcher’s foreign language skills, this research is devoid of foreign information technology education literature for reference. The next research may further garner the information technology education implementation status in advanced countries like Germany, France, etc., and compare the same on their merits for reference in promoting information technology education in Taipei. (2)Although this research divides implementation of information technology education in Taipei into four phases, viz., administrative planning, teacher’s guide on information technology, information technology classes and teaching, and equipment and network environment, each phase covers a rather broad scope and hence omissions are hardly avoidable. In the future, further researches should be done to delve into one phase only. For example, the research may, based on information classes and teaching as the axis, probe into the implementation status and the difficult situation in Taipei City; or inquire into the equipment and network environment planning and management in elementary schools in Taipei City, so as to further understand the current status and difficult situation in promotion of information technology education in Taipei. (3)Since this research uses the first level information technology education white book as the research scope, further research may discuss the promotion status and difficult situation of the second level information technology education white book; or compare the two levels with an analysis of the merits for reference of the edu