A Case Study on the Integration of Electronic Schoolbags

• Main Author: 林珈伃
• Other Authors: 許惠美
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/35000301458225009417

碩士 === 佛光大學 === 學習與數位科技學系 === 101 === This study investigates the integration of electronic schoolbags in an elementary school setting. The case study is located at Jian-kang Elementary School, which has had experiences of the integration of electronic schoolbags since 2011. By means of interview, questionnaire and observation, this study would like to examine the perspectives of administrators, teachers, students and engineers. The purpose of this research is to investigate how electronic schoolbags are introduced and promoted in Jian-kang Elementary School. In order to answer these research questions, the main conclusions are as follow: 1. The Background of Electronic Schoolbag Implementation: The principal urged the contractors to improve the functions to meet the requirements of users’ practical needs; therefore, in the experimental stage, the developers and users collaborated with each other. The ultimate puropse of this implementation was to change the traditional class interactions between teachers and students and to promote the paradigm shift by means of introduction of tools. 2. The Applications of Electronic Schoolbags in the Educational Context: In terms of teaching, the results indicated that the teacher used the electronic schoolbag as supporting tools to guide inquiry-based activities and to increase the varieties of instruction, but found that its functions still left something to be desired and was difficult to increase the efficiency of instruction. In terms of learning, the results indicated that students used it in formal learning as well as informal learning, peer interaction improved students’ autonomy of learning, and the efficiency and diversity of learning could be improved by the electronic schoolbag. 3. The Difficulties of Electronic Schoolbag Implementation: In the beginning of the electronic schoolbag implementation, the school administrators set a high expectation for the technology; however, the introduction of electronic schoolbags did not meet the expectation. The main reason had to do with the fact that the technology of electronic schoolbags was still in the primitive stage. The operating system was neither stable nor mainstream; hence, the software repository was not easy to use. In addition to the performance of hardware, operating system and software, the platform and the contents were not integrated, which resulted in teacher’s limited use (eg. family contact). The students regarded the electronic schoolbag as a kind of toy and learned how to use it from peer interaction. They set up a new sharing and entertaining model via bluetooth for photos and music. Their techincal skills were promoted. The engineers were busy with debugging and system upgrades, but their efforts still could not meet the expectations of the school.