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。
Browse
4 results
Search Results
Item Facilitation Strategies and Their Results on a Sparsely Knit Virtual Community(Association for the Advancement of Computing in Education (AACE), 2005-06-27) Lin, Fang-Ling; Hsu, Hua-Shan; Chiou, Guey-FaThis paper discussed a three-stage evolution framework and reported the results of several facilitation strategies in the course of managing a sparsely knit virtual community. For the past two years, we created a virtual place, called ASTC, to support online interaction for school technology coordinators. Although the results don't show a highly positive effectiveness, meaningful implications and further research issues emerged.Item Exploring Online Social Capital in an Online Community(2004-07-08) Lin, Fang-Ling; Pan, Wei-Li; Hsu, Hua-Shan; Chiou, Guey-FaThis research-in-progress (RIP) paper described the research plan of online social capital investigation through running an online educational community. Social capital rationale was used as the conceptual foundation to guide the research project. Two preliminary online surveys were executed to collect IT coordinators’ existing IT usage patterns and their favored issues about online discussion. An online community system was developed based on the rationale of social capital and the preliminary survey results. The research goal is to integrate several sustaining strategies with community development and exploring online social capital during the evolution.Item Support-seeking and support-giving relationships of school technology coordinators(Wiley-Blackwell, 2008-09-01) Lin, Fang-Ling; Chiou, Guey-FaEvidence has shown that workers usually rely on their colleagues for guidance or support. Their social relationships in organisations or in schools are the in?uential factors on obtaining information, sharing knowledge, solving problems and learning how to do work better (Bitwell, 2001; Levin & Cross, 2004; Talbert & McLaughlin, 1994). School technology coordinators (STCs) are responsible for technical consultation and instructional technology services at schools. Their work relationships with their colleagues could provide some information for understanding the networks of their support-seeking and support-giving behaviours. The authors of this study are interested in knowing how the relational variables are correlated with the support- seeking relationships? What relational variables are correlated with the support-giving relationships? And does the position variable correlate with the support-seeking and the support-giving relationships? Social networks in a workplace (such as a school) are the underlying social structures for supporting or hindering the operations in a workplace. This study attempts to investigate this hidden social structure and to provide an insight (social network perspective) toward the operations of STCs.Item Prestige as an indicator of knowledge exchange in the community of school technology coordinators(Emerald, 2010-01-01) Lin, Fang-Ling; Chiou, Guey-FaPurpose – The purpose of this paper is to investigate the sets of relationships, both physical and virtual, on which school technology coordinators (STCs) rely in exchanging problem-solving knowledge. Using prestige as an indicator of knowledge exchange across school boundaries, a model of relational variables was constructed from social networks to explain the characteristics of personal knowledge exchange in STC communities. Design/methodology/approach – The analytical model designed for this research was based on social network theory. Egocentric interviews were conducted to collect relational data on knowledge exchange among STCs. Path analysis was applied to examine associations among relational variables. Findings – Prestigious STCs engage more in contributing knowledge to online communities of related competency than to STCs at other schools. They do not expend as much effort helping other STCs and only reciprocate within a smaller group from whom they have received advice. Online knowledge contributions have mediation effects for STCs with limited personal networks in becoming prestigious. Originality/value – Few studies have evaluated the sets of relationships on which teachers rely, to solve problems, and few empirical studies have focused on the features of personal knowledge exchange in a loosely coupled community of practice. This study uses prestige rather than job evaluations as an indicator for knowledge-intensive workers to examine the knowledge-exchange characteristics and demonstrate applicability to studies of communities of practice. The results also reveal deficiencies of knowledge dissemination in STC communities. These findings are relevant for studies of the information and communication technology practices of other professionals.