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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Item National policies and practices on ICT in Education—Chinese Taipei(Greenwich, CT: Information Age Publishing Inc., 2009-03-11) Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Chiou, Guey-FaItem Effects of Guided Collaboration on Sixth Graders' Performance in Logo Programming(IEEE, 2007-10-10) Lin, Janet Mei-Chuen; Li, Yun-Lung; Ho, Rong-Guey; Li, Chia-ChenIn this study we investigated whether guided collaboration would enhance elementary school students' achievement in learning to program in MSWLogo. Ninty- four sixth graders were randomly assigned to the individual-learning group, the free-collaboration group or the guided-collaboration group. All students were taught to follow the problem-solving steps of analysis, design, coding, debugging, and reflection, but only students of the guided-collaboration group were provided a worksheet that aimed to force students to carry out all specified activities at each step. A statistical analysis of students' test scores showed that the guided-collaboration group significantly outperformed the other two groups. The differences among the low achievers of the three groups were especially significant, indicating that they had benefited the most from guided collaboration. It was also found that guided collaboration promoted meaningful discussions among students, which had contributed to their better understanding of programming concepts and problem-solving skills, and hence better test scores.Item National Policies and Practices on ICT in Education—Chinese Taipei(Greenwich, CT: Information Age Publishing Inc., 2003-12-01) Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Chiou, Guey-FaItem Facilitating Students' Comprehension of Programming Concepts with eTextbooks(2006-03-27) Chen, Yi-Fen; Wong, Yu-Fang; Lin, Janet Mei-ChuenItem Teaching Programming Concepts to High School Students with Alice(IEEE, 2009-10-18) Wang, Ting-Chung; Mei, Wen-Hui; Lin, Shu-Ling; Chiu, Sheng-Kuang; Lin, Janet Mei-ChuenA quasi-experiment was conducted in this research to investigate the feasibility of using Alice in teaching high school students programming concepts. The subjects were 166 10th-grade students from four intact classes. Alice was taught to two randomly selected classes, and the other two classes were taught C++, both for 8 weeks. The programming constructs students learned included variables, arithmetic expressions, selection structures, repetition structures and built-in functions. An analysis of students' test scores revealed that the Alice group performed significantly better than the C++ group, indicating that Alice seemed to be more effective in facilitating students' comprehension of fundamental programming concepts. Results of questionnaire surveys did not show any significant difference between the two groups in students' motivation toward learning computer programming or their overall learning experience, suggesting that the participating students seemed to have received the two languages equally well.Item Design and implementation of a two-dimensional model for ICT adoption(Association for the Advancement of Computing in Education (AACE), 2008-03-07) Lin, I-Chun; Wang, Pei-Yu; Lin, Janet Mei-ChuenThis paper describes design and implementation of a two-dimensional model for teachers' Information and Communication Technologies (ICT) adoption. The model involves a technological dimension and a pedagogical dimension. It is intended for use both as an evaluation tool and a professional development facilitator. The technological dimension of the model is divided into seven levels- nonuse, using off-the-shelf CAI software, using word processors to create text-based materials, utilizing readily available multimedia resources, creating multimedia instructional materials, producing simple CAI applications, and implementing sophisticated CAI systems, whereas the pedagogical dimension is divided into four levels-mundane use, initial attempts, blending, and innovation. Three case studies were conducted to examine the usefulness of the model. For the three teachers observed in the case studies, our model successfully served as a guide to facilitate their growth in ICT adoption.Item Netbook-supported instruction in an elementary Classroom(2010-09-24) Chi, Yi-Tsen; Tzeng, Wen-Jeng; Lin, Janet Mei-ChuenItem Learning to program in KPL through guided collaboration(2009-11-30) Hsiao, Sheng-Che; Lin, Janet Mei-Chuen; Kang, Jiin-ChernSixty-six six graders of two intact classes learned to program in KPL for 18 weeks during the experiment. One class was randomly assigned to the control (i.e., free-collaboration) group and the other to the experimental (i.e., guided-collaboration) group. Students in both groups formed heterogeneous teams of three persons. The guided-collaboration teams were provided with a worksheet for every programming task. The worksheet contained a set of task-specific guiding questions to guide students through the problem-solving process in a systematic and disciplined manner. An analysis of test scores showed that the experimental group significantly outperformed the control group in the achievement tests, suggesting that the guiding questions were useful in enhancing students' comprehension of programming concepts and developing their programming skills. With the help of the guiding questions, students in the experimental group were also more able to conduct meaningful discussions.Item Parent-child collaboration in MSWLogo programming(2009-06-28) Lin, Janet Mei-Chuen; Liu, Shu-Fen; Tzeng, Wen-JengThe purpose of this study was to investigate how parents and children collaborated with each other when they wrote MSWLogo programs together. A multi-case study approach, in which three parent-child pairs were observed directly during a five-day computer camp, was used. Each pair was assigned a total of 33 programming tasks to solve during the course. Qualitative data were collected through classroom observation, individual interviews and video recording. Findings from this study indicated that parent-child collaboration in programming naturally fell into a special form of “pair programming”in which the parent and the child in each pair took the roles of “the reviewer”and “the driver”respectively. It was also shown that, under the supervision of their parents, the children were able to work through the programming problems more systematically, which resulted in programs that were more compact and contained fewer errors. Moreover, the parents took care to ensure that their children reflected and looked back at what they had done to solve a problem. The participating parents and children alike found great pleasure in learning to program collaboratively.Item Supporting a Teaching Practicum Course with a PCK Knowledge-Sharing System(Association for the Advancement of Computing in Education (AACE), 2006-03-20) Wang, Pei-Yu; Lin, Janet Mei-Chuen; Kao, Mu-San; Yang, Ju-HsuehIn this research we developed a pedagogical content knowledge (PCK) sharing system to support a teaching practicum course which was taken by 49 students being trained to become Chinese language arts teachers at secondary schools. The system dynamically collects and stores PCK items created by students as the course proceeds through the entire semester. The items include lesson plans, student worksheets, handouts, tests, journals and video clips of students' teaching practices. These items are structured around an underlying content knowledge (CK) database which stores more than 200 pieces of writings and related knowledge. As such, each PCK item is put in a meaningful context for evaluation and discussion. Related functionalities provided by the system include My Wok Area, online journals, message boxes and a discussion forum. Results from user interviews, a questionnaire survey and observation about users' on-line behavior all confirm that this system helps the course to function much more effectively.