國民小學實施混成數位學習教師在職進修關鍵性因素之研究－以台中市為例

Abstract

本研究旨在探討國民小學實施混成數位學習教師在職進修之關鍵性因素。主要以文獻分析法探討進行國民小學教師進修及實施混成數位學習的關鍵性因素外，並採問卷調查法實際了解國民小學教師進行在職進修之適當時間、進修方式、與使用數位學習媒介的意願，同時進一步瞭解實施混成數位學習教師在職進修在制度、管理、科技及教學面之關鍵性因素狀況。以台中市60所國民小學教師為研究對象，採分層隨機取樣方式，共抽取20所學校的資訊組長、資訊教師、行政人員及一般教師共463人。問卷調查資料之所得，以描述統計、卡方考驗及單因子變異數等統計方法進行資料統計分析。最後綜合相關資料分析提出實施數位學習教師在職揪之關鍵因素，提供教育行政機關及學校作為未來實施參考。

The main purpose of this research was to investigate the critical success factors for teacher’s blended learning in-service education being put into practice in the elementary school. As to research methodology, literature review was conducted to investigate the critical success factors, and a questionnaire survey was also applied to understand the critical success factors in institutional area, management area, technological area, & pedagogical area, in-service time and the best way, the desire of e-learning media. Research subjects were educators in the 60 public elementary schools in Taichung city. A total of 463 questionnaires were circulated in 20 public elementary schools.