| Summary: | 碩士 === 淡江大學 === 教育科技學系 === 92 === The present research endeavors to investigate how public elementary schools may establish a comprehensive instructional resource services in assisting teachers on instructional development and therefore increasing the quality of education. The study utilizes related articles and reference materials as its theoretical foundation. Surveys and questionnaires formulated by the researchers constitute the investigative materials, with the administrators and directors of digital learning making up the target interviewees.
Interviews were conducted on each of the four selected schools from November of 2003 to March of 2004. Data from interviews provide an understanding of how each school utilizes information technology in organizing implementation strategies and instructional resources. A comprehensive review of operational models from each school has provided the basis for future development of instructional resource services. In addition, teachers’ satisfactions of the current state of instructional resource services and their requests of instructional resource center functionalities are also documented through survey questionnaires.
The major findings of the study are as follows:
I.The initial outcomes and future planning of digital learning at Taipei city public elementary schools are encouraging.
II.At the current state, establishment of instructional resources centers at public elementary schools are not widespread and are lack of implemental procedures.
III. Teachers perceive instructional development as the primary function of instructional resources centers.
IV.In terms of current state of instructional resources services, teachers are most satisfied with the in-service training courses. Conversely, the lack of professional consultations and instructions in assisting teachers on instructional development are viewed as the areas requiring the most improvement.
V.In realizing digital learning, schools have diligently proposed and developed related measures. However, information management systems for instructional resource services require further constructive organization and systemization.
According to the present finding, utilization of information technology as educational aids is very common among elementary school teachers. Digital information has become an important part of instructional resource for teachers. With regard to the development of school instructional resource services, the establishment of an instructional resource center should be a main focus in managing digital resources, thus allowing for a comprehensive and up-to-date instructional support for teachers. In addition, administration officials at educational institutions and agencies should proceed with legislature of relevant statutes to provide a clear designation and institutional standard for instructional resource centers, offer related training procedures, and supply media professionals for school instructional resource centers.
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