是誰吃了乳酪？從教育夥伴談學校推展資訊融入教學之策略

To Inquire the Strategy for Integrating Information and Computer Technology into Classroom Instruction in Elementary and Secondary Schools: From the Perspective of Educational Partners

10.6249/SE.2007.58.2.04

蕭英勵(Ian Ying-Li Hsiao)

資訊教育 ； 資訊融入教學 ； 實踐與反省 ； ICT education ； ICT-integrated instruction ； practice and reflection

中等教育

58卷2期（2007 / 04 / 01）

80 - 101

繁體中文

在推行或參與資訊活動的歷程中，學校校長、教師、家長或社區人士與學生等，大家都明顯地受益資訊融入教學之附加價值。作者藉本文之闡述，期望學校行政人員、教師、家長或社區人士皆能理解資訊融入教學活動對於學生統整學習之幫助，重新思考資訊教育之基本面，擬定資訊融入教學之具體推展策略，瞭解資訊融入教學理念之來龍去脈，以實際行動支持教師進行網路數位化教學活動。本文從「教育夥伴」的角度，以中小學校長、教師、家長、學者專家等角色互動，探討學校推行資訊融入教學的策略，校長成為一位學校總體課程領導者，帶領全校教師參與資訊融入教學課程設計，結合廠商與家長資源，凝聚眾人之意見與想法，為臺灣資訊教育推行貢獻，以增進學生具備國際視野之競爭能力。

In this article, the author discusses the importance of more fully integrating Information and Computer Technology (ICT) into elementary and secondary school classroom instruction. The author emphasizes the important role played by the various ”educational partners” in this integration project, including principals, teachers, parents and students, all of whom can only benefit from the greater classroom use of ICT The author thus wants the partners to understand the issues involved as well as possible, so that they may best explain the benefits of integrated learning activities involving ICT to students, and so that they may most effectively plan and implement new ICT-integrated curricula and instructional strategies. The principal, combining the resources of corporate companies and parents, should facilitate teachers in designing digital materials, and encourage parents to guide their children in the use of networked collaborative learning. The point is that we all need to work together in the fuller implementation of ICT education in Taiwan, for this will ultimately best equip our students with international vision to compete globally.

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