網路學習科技的影響與角色之正視

Learning Technology's Potential Impacts and Supporting Roles Demystified

10.6120/JoEMLS.200309_41(1).0007.RS.CM

于富雲(Fu-Yun Yu)

學習科技 ； 網路學習情境 ； Learning technology ； Computer-supported learning

教育資料與圖書館學

41卷1期（2003 / 09 / 01）

99 - 108

繁體中文

本文主要針對網路科技媒體應扮演時角色，分從：一、網路科技應是學習的輔助工具，而非教師訊息傳導的替代工具；二、網路科技的目的應是豐富學生的學習經驗，而非豐富教師的教學內容；三、網路科技的運用應要著重教學策略的活用與整合，以營造學生主動學習的習性；四、網路科技為媒介的學習，學生應居主導地位，主控學習歷程整體的規劃、進展與監控；五、網路科技絕非教學的萬靈丹，教學目標應主導媒體的選用；六、強化網路科技觸媒角色之設計，擺脫「電腦常相隨、常左右」的迷失等六方面分別論述，以期擴大網路科技的教育潛能與正面影響。

Learning technology's potential impacts and roles for the support of student learning are discussed in terms of the following six aspects: 1. As a learning tool to learn with, not to learn from; 2. Aiming to enrich student learning experiences, instead of enriching instructional content; 3. Emphasizing employing various instructional strategies so as to cultivate active learning; 4. Students, not teachers, should be in charge of the whole learning process; 5. Instructional goals should be the guiding principle of learning technology's selection and integration, and 6. Focusing on the stimulating effects learning technology can exert.

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