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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    線上資訊教師社群與線上資訊教育研究方法的整合及應用(III)
    (2006-02-05) 邱貴發
    The concepts of CoP (community of practice) and social networking are moving toward the center stage of today’s e-Learning researches. School teachers’ professional development could be regarded as a community building that can support the experience/knowledge sharing mechanisms. Using the CoP and the social networking concepts to create and to manage an online teacher community is a potential research direction. This paper was to describe our attempts to build an online teacher’s community of practices for the past two years. Our focus was on the soft sides of online CoP building. Facilitation strategies were tried and reviewed. The hard sides, such as community software and community networking were not our foci during our study. Online gift strategy, embedded linking strategy, and newsletter strategy were tried. From June 2003 to June 2005, we have invited school technology coordinators and ICT using teachers to come to our community site (called ASE, Association for School E-learning) in the hope of forming a community incrementally through purely online approach. The aim was to construct a virtual space, also a mental and spiritual place, in which opinions and experience could freely flow and eventually would produce something collective that could have positive impacts upon the teachers. The creating and managing process was tough and didn’t reach our expected outcomes. The numbers of members were not reach critical mass. The online discussions did not form a tightly-knit social interaction. Although the management of the ASE community was not a success, the data could still give us some clues about the process of building an online teacher’s CoP. We will discuss the phenomena indicated by our data. And we also will try to find out whether there are any proper models for analyzing the data and make some predictions. This study was an exploratory one. Further studies might try to explore the underlying physical social networks of ICT-using teachers and technology coordinators for the purpose of interpreting the formation of the virtual social networks. This study also might provide some experience for creating other subject-teachers’ communities of practice.
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    Exploring Online Social Capital in an Online Community
    (2004-07-08) Lin, Fang-Ling; Pan, Wei-Li; Hsu, Hua-Shan; Chiou, Guey-Fa
    This 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.