A Study on Professional Competence Analysis of Technology Coordinator in Computer Education Committee for Public Junior High Schools in Kaohsiung City

• Main Authors: Chan, Kuei-Fen, 展桂芬
• Other Authors: Chen, Fang-Ching
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/30375086942596507955

碩士 === 國立高雄師範大學 === 工業科技教育學系 === 95 === This study aims to exercise one of the occupational analysis methodologies-OCAPs to develop “ The Professional Competence List for Technology Coordinator in Computer Education Committee for Public Junior High Schools in Kaohsiung City”, so as to discuss and determine (1) spirit of job (2) difficulty level, significance and utilization frequency of the task (3) required knowledge, skills and attitude that the Technology Coordinator in Computer Education Committee for Public Junior High Schools in Kaohsiung City should possess. In this study, the qualitative research is taken first as the core. By document analysis and development of DACUM method, literatures and the opinions from the experts of computer education circles in Kaohsiung City are collected, eventually the professional competence that technology coordinator requires is generated. Later, a quantification investigation is carried out to check into the opinions from the technology coordinator of each public junior high school in Kaohsiung City. The obtained information serves to determine the level of difficulty, significance and utilization frequency through statistic methods such as percentage, mean, interval estimation then further analyze the indispensables of the task. The main conclusions of the studies are as following: 1. The professional competence of technology coordinators includes seven major job duties as administrative management, operation of computer committee, administration computerization, campus network maintenance, computer education popularization, teaching resource management and computer education support. There are eight tasks of administrative management, six of operation of computer committee, eight of administration computerization, five of campus network maintenance, twelve of computer education popularization, six of teaching resource management, and nine of computer education support, making fifty-three tasks totally. 2. In the analysis of “significance” and “utilization frequency”, the “campus network maintenance” is regarded as the most important and the most frequently performed Duty by technology coordinator. 3. Based on the mean statistical results of “significance” and ”utilization frequency” as indicators, twenty items of “indispensable competence”, thirty-three of “required competence” and one of “dispensable competence” are generalized. 4. The technology coordinator’s professional knowledge and skills comprise thirteen items of knowledge, seventeen of skills and fifteen of affection. According to the statistic analysis, there are ten items of knowledge, eleven of skills and fifteen of affection that belong to “indispensable knowledge and skills”; three items of knowledge, six of skills and none of affection that belong to “required knowledge and skills”.