桃園縣國小教師使用線上測驗系統的國際計算機綜合能力認證學習滿意度之研究

Abstract

資訊科技的發展改變現今社會的學習環境，不斷建構出新的學習方式與發展出新的學習活動。資訊教育向下培養紮根，教育與國際的接軌，是現今台灣國際化的重要措施之ㄧ。因此，資訊科技與教育整合的能力是教育人員必須具備的一項專業能力。 本研究使用國際計算機綜合能力認證(Internet and Computing Core Certifications, IC3)，一種國際性資訊素養認證所提供的線上測驗模擬系統-國際計算機綜合能力測驗家教式學習與診斷測評系統為平台，以民國96年參加桃園縣教育處所舉辦「96桃園縣提昇中小學教師資訊能力認證研習」之桃園縣國小教師為對象進行普查，研習活動分成兩個梯次，第一梯次使用國際計算機綜合能力測驗家教式學習與診斷測評系統以及第二梯次未使用國際計算機綜合能力測驗家教式學習與診斷測評系統之桃園縣國小教師，以自編之「國際計算機綜合能力認證線上測驗練習教材學習滿意度調查問卷」為研究工具，瞭解其國際計算機綜合能力認證之學習成果以及學習滿意度之差異情形，問卷所得資料以平均數、標準差以及次數分配百分比等統計方法進行分析。本研究之結果如下： 1.使用國際計算機綜合能力測驗家教式學習與診斷測評系統之桃園縣國小教師其國際計算機綜合能力認證通過率較高，因此，國際計算機綜合能力測驗家教式學習與診斷測評系統有助於國際計算機綜合能力認證通過情形之提昇。 2.桃園縣國小教師使用國際計算機綜合能力測驗家教式學習與診斷測評系統其學習滿意度是呈現正面的情形，整體而言介於「有點同意」與「同意」之間。 3.不同背景之桃園縣國小教師使用國際計算機綜合能力測驗家教式學習與診斷測評系統後其國際計算機綜合能力認證之通過率皆較高，年齡在46歲以上之桃園縣國小教師其通過率較其他年齡層之國小教師為低。 4.不同背景之桃園縣國小教師對於國際計算機綜合能力測驗家教式學習與診斷測評系統之學習滿意度以「協助教師教學」以及「系統環境」等構面的學習滿意度最高；在「課程設計」之「練習題題意清楚易懂」此項目的學習滿意度最低。 最後，根據本研究結論，對教育行政單位、教師、國際計算機綜合能力考核中心以及未來相關研究等四方面提出具體建議，以供參考。 The development of information science and technology changes the study environment of the society and builds new study ways and activities. The proficiency of information education must be built from early schooling is the main internationalization policy in Taiwan. Therefore, to integrate information science and technology with education has become one of the crucial skills for teachers’ instruction. Internet and computing benchmark and mentor, the online testing simulation system of Internet and Computing Core Certifications (IC3), is a world-wide validated platform. The elementary school teachers who attended the activity called “96 Taoyuan County promotion junior high and elementary school teacher information ability authentication study” in Taoyuan County were sampled to examine. The elementary school teachers in the first group used the internet and computing benchmark and mentor, and the elementary school teachers in the second group didn’t use it. With the two groups, to understand the teachers’ learning achievements of Internet and Computing Core Certifications and their learning satisfaction of internet and computing benchmark and mentor. The data was analyzed with mean, standard deviation, percentage, and so on. The results are as follows: 1.The elementary school teachers’ pass rate that used internet and computing benchmark and mentor was higher than the teachers who didn’t use it. Therefore, we consider that internet and computing benchmark and mentor can help the pass rate of Internet and Computing Core Certifications. 2.The learning satisfaction of internet and computing benchmark and mentor was front situation. Overall, it was between “a bit agreed” and “agreed”. 3.From different backgrounds, the elementary school teachers’ pass rate who used internet and computing benchmark and mentor were higher. Older teachers’ pass rate was lower. 4.From different backgrounds, the learning satisfactions of “help teacher's teaching” and “System environment” were high. In the designed of the teaching material, the learning satisfaction of “the meaning of the question is easy to understand” was lowest. Based on the study results, this research could provide references to the Educational unit, teachers, IC3 platform, and further advanced studies.