An Analysis of Major Information Technology Education Policies for Grade 1-12 in Taiwan(1997-2012)

• Main Author: 陳新烈
• Other Authors: 許惠美
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/69099461131207029884

碩士 === 佛光大學 === 學習與數位科技學系 === 101 === The purpose of this study is to explore the context of major information technology education policies for grade 1-12 in Taiwan by analyzing them. In this study, qualitative content analysis with literature review historical orientation is used. The major research results are shown as follows: First, the statement of the information technology education policies includes: 1) Hardware: computers, projectors, SMART board, and digital cameras. 2) Facility development: computer classrooms, common classrooms with information technology devices, and Multi-functional digital specialized classrooms. 3) Internet development: starting from dial-up TANet access, and then point-to-point broadband and wireless network coupled with high-speed access, and finally to the "TANet new generation backbone network." Second, about the digital content, three categories are proposed, namely, the actual mention of teaching resources, digital content generation mechanism, and digital content classification standard. Most of the policies focus on digital content generation mechanism, set up a dedicated agency, and digital content platform, the definition of digital content classification standards. Teaching methods proposed in two categories, namely, information technology integration into instruction and promoting strategies of information integration into instruction. About teaching manner, teachers guide students with problem-oriented method to learn cooperation, innovation and independent learning activities by the characteristics of the network. On the promotion strategies in the information integration, distinctive by seed schools, and the establishment of foreign exchange community platform with characteristics model. Related measures and methods, over time, are strengthened to expand. Third, about teacher training, there are four categories, namely, training time, training methods, training subjects and administrative measures. Training time is divided into-service and pre. Emphasis on practical training methods. Training subjects is divided into information technology and information intergration into instruction. Administrative measures include grading training and teachers hiring, transfer credit, self-checklist, planning programs, incentive measures. Students' abilities are divided into two, namely, the literacy students should have and promoting methods. Ways to enhance students' ability are to increase access, contests, assessment and the implementation of curriculum.