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
5 results
Search Results
Item Netbook-supported instruction in an elementary Classroom(2010-09-24) Chi, Yi-Tsen; Tzeng, Wen-Jeng; Lin, Janet Mei-ChuenItem A Constrained and Guided Approach for Managing Software Engineering Course Projects(Institute of Electrical and Electronics Engineers (IEEE), 2010-08-01) Cheng, Yung-Pin; Lin, Janet Mei-ChuenThis paper documents several years of experimentation with a new approach to organizing and managing projects in a software engineering course. The initial failure and subsequent refinements that the new approach has been through since 2004 are described herein. The “constrained and guided” approach, as it is called, has helped to reduce project failure rates, increase specification fulfillment rates, and improve the design quality of student projects. It has also enabled the instructor to evaluate student projects more objectively. The questionnaire survey conducted in this study also shows that students greatly appreciated the new approach because it enabled them to manage projects more effectively.Item Netbooks in sixth-grade English language classrooms(Australasian Society for Computers in Learning in Tertiary Education, 2010-12-01) Lin, Janet Mei-Chuen; Wu, Yi-JiunAs netbook computers are becoming an attractive option for K-12 educators, they have the potential to be a more integral part of language learning. In this study 45 sixth graders in two classes used netbooks to learn English as a second language. Forty-four students in two other classes served as the control group who received traditional instruction. It was found that the use of netbooks encouraged the instructor to design more innovative learning activities which greatly enhanced student engagement in learning. The activities provided students with much more opportunities to practice listening and speaking. A questionnaire survey and individual interviews showed that the netbook-using students not only liked English language class more and were more attentive during class but were more confident in being able to learn English language well. It was also revealed that the netbook-using students significantly outscored their non-netbook-using counterparts. These encouraging findings confirm the potential benefits of netbooks in language classrooms. However, this study also discovers some possible problems of implementing netbook-supported learning activities, including increased classroom inefficiencies caused by unstable network connectivity and slow boot and application load time, the increased anxiety felt by the participating teacher, and the extra effort needed to gain parental support on the use of netbooks in class.Item An investigation into parent-child collaboration in learning computer programming(International Forum of Educational Technology & Society, 2011-01-01) Lin, Janet Mei-Chuen; Liu, Shu-FenItem Pedagogy*technology: A two-dimensional model for teachers' ICT integration(Wiley-Blackwell, 2010-12-27) Lin, Janet Mei-Chuen; Wang, Pei-Yu; Lin, I-ChunThis paper presents a two-dimensional model for measuring individual teachers' progression in ICT integration and for guiding them toward higher integration levels. There are four levels in the pedagogy dimension: direct teaching, cognitively active learning, constructive learning, and social learning. These levels are defined based on four factors: teacher pedagogical beliefs, instructional strategies used, teacher-student interactions, and the types of tasks students are expected to carry out. The technology dimension contains eight levels, ranging from Level 0 (nonuse) to Level 7 (implementing sophisticated instructional applications). The eight levels are defined based on three factors: whether a teacher is a passive consumer or an active producer of the ICT-based resources, sophistication of the ICT tools that a teacher uses, and richness of functionality of an ICT-based product developed by a teacher. To validate the proposed model in terms of its applicability and practicability, three case studies were conducted. The results showed that this model was able to adapt to individual preferences of the three participating teachers as well as guide their progressions in ICT integration.