A Case Study on the Teaching Innovation Application Team of the Ministry of Education

• Main Authors: Tseng Po-Yu, 曾柏瑜
• Other Authors: 陳淑麗、蔡東鐘
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/47nd5p

博士 === 國立臺東大學 === 教育學系教育研究所 === 106 === From 2009 to 2017, Taiwan’s Ministry of Education hosted the national team competitions for applying information technology to creative teaching. This study examined the most awarded elementary school in the competition—Kangle Elementary School—to explore its operations, curriculum development, and relevant key factors. A qualitative research method was used to analyze the team’s competition documents throughout the years and through in-depth interviews with the team members. Subsequently, this study obtained the factors influencing the team’s operations and analyzed the team’s development process and changes in their application of information technology tools to teaching. The findings are as follows: 1. The team transitioned from being an autonomous team to a school task-oriented team. Through friendly discussions, mutual help through division of labor, and strong support, the team members brainstormed new ideas. The team also underwent a transformation from being motivated to apply for funding to devising creative curriculum as self-realization. Team operations improved through team members’ self-learning, results sharing, participation in competitions, project execution, interschool exchange, and expansion of the courses. 2. Ranging from the teaching model to learning theories, the theoretical foundation of the creative curriculum model incorporated emerging pedagogical ideas and concepts, rendering the curriculum more complete. The developed curriculum content has not been promoted, but the teaching model and core concepts of the curriculum are being promoted and extended. 3. The core team members drove team thinking. Performance expectation was the primary concern when selecting technologies. The technology application period was divided into four periods: enlightenment, integration, innovation, and transformation, and the scope ranged from applications concerning singular use by the teachers to diverse applications among the students. According to the research results, this study proposed key factors of the team that achieved excellent outcomes in applying information technology to creative teaching. The findings can serve as a management reference for future teams.