A Study on the Work Content Analysis of Kaohsiung City Public Primary School Information Technology Coordinator

• Main Authors: Huang, Kao-Jen, 黃高認
• Other Authors: Fang-Ching Chen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/35157065562100622827

碩士 === 國立高雄師範大學 === 工業科技教育學系 === 102 === This research objects are the Information Technology Coordinator in the primary schools in Kaohsiung. It makes a general survey of the Information Technology Coordinator’ current working situation. This research also makes an analysis on the professional capabilities of their working tasks. It analyzes the differences of personal backgrounds and the differences of school backgrounds towards the influences on the degree of difficulty of the Information Technology Coordinator’ working tasks. It also discusses the working contents and should-have professional capabilities of the Information Technology Coordinator in Kaohsiung. It includes the degree of difficulty, the degree of importance and using frequency of the professional capabilities. The conclusions of this research are as follows: 1. In the differences of personal backgrounds, ‘the willingness to be the Information Technology Coordinator’, ‘the highest diploma’, ‘graduation from information related subjects’ have great influences on the degree of difficulty for the Information Technology Coordinator while carrying out their tasks. 2. In the differences of school backgrounds, ‘school information personnel supply’ and ‘class task arrangement’ have great influences on the degree of difficulty for the Information Technology Coordinator while carrying out their tasks. 3. In consideration of the degree of difficulty of their task skills, the Information Technology Coordinator consider ‘planning, building up and managing school website, server and school internet’, ‘teaching students to join the information contests outside the school’, ‘planning and holding the information contests within the school’, ‘promoting the information education in the communities’ are difficult. 4. The Information Technology Coordinator consider the most important working tasks are 'planning, building up and managing school website, server and school internet. 5. The most frequently carried out working tasks are 'helping school teachers to solve the problems of information education', 'maintaining the computer hardware and software equipment of the administrative units', 'working on the information documents and promoting computerization within the school', 'helping the development of computerized school administrations. 6. In the analysis of 'the degree of importance' and 'the using frequency', the Information Technology Coordinator consider the most important and frequently used duty is 'helping to develop computerized administration'. In accordance with the average of the statistics of 'the degree of importance’ and ‘using frequency’, it concludes with 'must have capabilities', 11 items; 'should have capabilities', 13 items; ‘not necessarily required capabilities’, 3 items.