The Learning Efficiency Trasfer of Information Education Training- Nantou Elementary School Information Teachers as an Example

• Main Authors: Ming-Hsing Chiu, 邱明顯
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/48492710692476880683

碩士 === 雲林科技大學 === 資訊管理系碩士班 === 96 === Abstract Knowledge economy and knowledge management have been leading the world current. As a consequence, integrating information technology into school education has become a developing trend. This has relatively increased the importance of teachers’ information training. The purpose of educational training is to apply what has been learned into practical working environment. That is, the transfer of trained skills. The major purpose of this study is to explore the trend of information technology application and to understand the promotion of computer teachers’ information capability. The study especially focused on the cognition of school internet management members regarding their understanding of school information affairs as well as their cognition and needs regarding information education training. It also examined and evaluated the effectiveness of information training workshops that have been held. It expected to acquire the kinds of training that are actually need and to suggest an overall program. Chiefs of information management section or computer teachers as subjects, this study, applying questionnaire research approach, analyzed the data with Regression Analysis. Results are concluded as the following: 1.Self-growing learning motivation appeared to have no significant relevance to training transfer. Teaching-required motivation appeared to have no significant relevance to training transfer as well. However, external inducement motivation appeared to have significant relevance to training transfer. Highly initiative motivation appeared to have significant relevance to training transfer. 2.School’s support appeared to have no significant relevance to training transfer. Superintends’ support appeared to have no significant relevance to training transfer whereas colleagues supports appeared to have significant relevance to training transfer. 3.Personal cognition regarding training appeared to have significant relevance to training transfer. 4.The content of training courses as well as teaching approaches appeared to have significant relevance to training transfer. However, trainers appeared to have no significant relevance to training transfer.