從創新採用者觀點探究資訊種子學校的推廣策略

Investigating the Diffusion Strategies Used by Seed Schools from the Perspectives of Innovation Adopters

10.6120/JoEMLS.200512_43(2).0006.RS.CM

張雅芳(Ya-Fung Chang)；劉長宗(Chang-Chung Liu)

創新推廣 ； 資訊種子學校 ； 推廣策略 ； Innovation diffusion ； Information seed schools ； Diffusion strategies

教育資料與圖書館學

43卷2期（2005 / 12 / 01）

227 - 248

繁體中文

本研究從創新推廣的觀點出發，編製「資訊種子學校資訊融入教學推廣策略」問卷，並以台北縣國民小學資訊種子學校及其伙伴學校為調查對象，目的在於從推廣者（資訊融入教學小組）與被推廣者（資訊種子學校的其他教師以及伙伴學校的資訊教師）的角度，檢視資訊種子學校的推廣策略及評價。結果顯示種子學校的資訊融入教學推廣獲得校內資訊融入教學小組以及其他教師的一致肯定，特別是在「教育訓練」與「提供資源」方面。但是多數伙伴學校表示種子學校對於該校的推廣投入較少，幫助也有限。根據上述發現，本研究針對資訊種子學校的推廣策略與角色、伙伴學校之擇定、資訊教育經費之分配，以及後續研究提供建議，庶幾有助於資訊融入教學之全面推廣。

This study developed a questionnaire on ”the diffusion strategies of information technology integration into instruction used by information seed schools” from the perspectives of educational innovation diffusion. The questionnaire was then sent to the seed elementary schools and their partner schools in Taipei County so as to investigate the seed schools' diffusion strategies and their usefulness from different points of view including facilitators, i.e., the teams for information integration into instruction, other teachers in seed schools and the information teachers in partner schools. It was found that the diffusion strategies used by the information seed schools were highly recognized by their school teachers especially in the areas of ”providing resources” and ”in-service trainings,” and were very helpful in personal professional development in information integration into instruction. However, the information teachers indicated that the diffusion strategies used by the seed schools to their partner schools were relatively few and accordingly less useful although they also helped to some extent in professional development in information integration into instruction. Based on the findings, relevant suggestions regarding the seed schools' diffusion roles and strategies, selection of partner schools, allocation of resources in information technology education, and further research were provided at the end for better development in information integration into instruction.

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