學習資訊專業學院—資訊教育研究所

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25

資訊教育研究所之碩士班成立於民國80年,博士班成立於民國86年,目前研究生共約160名。本所原屬資訊教育學系,於95學年度起因應系所組織調整,成為獨立研究所,歸屬教育學院。

本所以『資訊科技教育』和『數位學習』兩個專業領域之研究發展與人才培育為宗旨,課程設計分別針對此兩個專業領域規劃必、選修專業科目,提供學生紮實而嚴謹的學術專業知能及個別化之研究訓練。本所教育目標包括:

1、培育資訊科技教育人才;
2、培育數位學習產業人才;
3、培育資訊科技教育與數位學習研究人才。

本所目前六名專任教師,四位教授,二位副教授,在資訊教育領域均具有豐富之教學與研究經驗且均積極從事研究,每年獲科技部補助研究計畫之平均數量與金額在本校名列前茅。另外,本所教師積極參與國內重大資訊教育政策及課程綱要之制定,積極推動國內資訊教育之發展。
 

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    Supporting teachers’ reflection and learning through structured digital teaching portfolios
    (Wiley-Blackwell, 2009-08-01) Sung, Y. T.; Chang, K. E.; Yu, W. C.; Chang, T. H.
    Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal writing) for the professional development of teachers. This study also empirically evaluated the reflection and professional development as demonstrated in digital teaching portfolios with multiple supporting measures. Forty-four in-service substitute teachers participated in a course of classroom assessment and used a Web-based portfolio system. Based on the framework of teacher reflective thinking developed by Sparks-Langer et al., we found that most teachers demonstrated moderate levels of reflection in their journals but only one-third of them showed the highest level of reflection. We also found that the professional knowledge of teachers about classroom assessment – as shown by their implementation of it – improved significantly during the construction of portfolios. The above findings also represent good evidence that digital portfolios with multiple aids are beneficial to teacher reflection and professional development.