A Case Study on the Effects of the Implementation Status Quo of Technology Leadership andTeam-based Learning in Junior High School in New Taipei City

• Main Authors: Ma, Lan Ying, 馬蘭英
• Other Authors: Chang, I Hua
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/36550438404589871228

碩士 === 國立政治大學 === 學校行政碩士在職專班 === 104 === The purpose of this study mainly focuses on the current implementation and differences of TBL, Team-based learning. At the same time, with a view to promoting students’ learning effect, current technology leadership strategies are also applied to teaching. The research method of this study is based on questionnaire surveys, assisted with interviews. Based on a survey questionnaire on TBL adapted by researcher along with subjects of all grade eight students from a private middle school in New Taipei City, a total of 157 valid samples, filled with an analysis of data of mean, standard deviation, and one-way analysis variance. The interview is semi-constructed and the subjects are the principal, directors, and section chiefs so as to understand current implementation of tech-led status quo. Accorind to the study results, the findings are as follows: 1. As to the efficacy of TBL, there is an obvious difference among learners’ sex and his or her familiarity to operate technological devices. 2. The efficay of TBL and its related aspect reach the performance of “intermediate”. 3. “The combination of technological vision and its developmental goal”, “The practice of technology”, “Softwares and hardwares introduced to education situations”, and “Enterprise hierarchical supervision” are the best model of implementing school vision of technology 4. A combination of staff’s learning goals and the purpose of its technology training as well as the practicability of courses introduced with technology is what the staff members look forward to. 5. The key element to support school’s technology facilities is flexible rules based on teaching when it comes to purchasing and borrowing the technological facilities. 6. How school technology evaluation works is based on class observation, teaching sharing, and follow-ups of staff members’ use of technology. 7 The best model to implement technological interpersonal relationship and communication is to “access the staff’s trust”, “receive technological training regularly”, and “encourage technology-promoters to receive advanced technology”. 8. The obstacles school technology may encounter are the lack of the techological staff of a specific field and the frequent personnel changes. 9. School administrators will, in students’ thought, technological assistance, team grouping, active learning, and social learning, get promoted through the introduction of technlogy. Keywords: technology leadership, team-based learning