教育科技與教育實踐間的差距及省思

Discrepancies Between Educational Technology and Educational Practices: A Reflection

10.6869/THJER.201812_35(2).0003

徐式寬(Shihkuan Hsu)

成效評估 ； 教育科技 ； 教育實踐 ； 資訊融入教學 ； 學校與教師 ； evaluation ； educational technology ； educational practice ； ICT integration ； schools and teachers

清華教育學報

35卷2期（2018 / 12 / 31）

71 - 103

繁體中文

教育科技在教育品質的提升上一直乘載著人們相當的期望，但經過多年的投入與研究，教育科技是否在教育現場造成影響或其成效為何，仍待商榷。因此，本文從審視臺灣近年來教育科技在教育現場的實踐狀況入手，整理教育科技在實踐上可能遇到的困難，並分析造成此差距的原因。相對於僅從研究者的觀點出發，本文嘗試從學校與教師的多樣化觀點，提出教育科技在實踐之複雜度與四個相關面向的討論，包括實踐的難度，文化的影響、學生能力不均、以及教育科技之目的錯置。文末建議採取更貼近使用人的人類學或質化研究方法，觀察使用者的需求與關鍵問題來進行教育科技之發展與研究。

There are often great expectations from educational technology to improve education. After decades of investment and study, it is important to examine the impact of technology on educational practice. This article attempts to explore the practice of educational technology in recent years in Taiwan from the perspective of users, such as schools and teachers, rather than researchers. The findings revealed that the design and implementation of educational technology often overlook or underestimate the complexity of the work required by users, which includes difficulty of integration, the influence of culture, student's uneven ability level, and the misplacement of educational technology development purposes. It is therefore recommended that researchers adopt methods that may be closer to the users, such as anthropological or phenomenal studies, which may yield results more in line with user perspectives and identify critical problems.

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