新北市中等學校資訊科技教師資訊行為之研究

面對108課綱教育改革所帶來的課程與教學實務的轉型，教師的教學需求更為受到重視。為提供更切合需求的資訊，本研究採用半結構式訪談15位新北市中等學校資訊科技教師，瞭解其在教學的資訊需求、尋求資訊過程以及資訊使用的情形。研究發現資訊科技教師以補充科技新知為主要的教學備課需求，利用多元資訊來源管道進行教學資源的搜尋，並積極透過網際網路的線上資源及AI科技作為查找教學素材的管道，常利用圖片及多媒體素材輔助教學，並選擇能簡潔明確呈現教學內容的影片素材，將教學資源建置於數位平臺中，以提供學生自主學習的教材，透過多元評量方式瞭解學生的學習成效，再由學生的回饋進一步調整教學。

關鍵字

資訊科技教師；資訊科技教育；資訊行為；資訊需求；資訊尋求行為

並列摘要

In response to the arrival of the age of information technology, the Curriculum Guidelines of 12-year Basic Education published by the Taiwanese government in 2019 incorporates information technology a standalone academic subject. Transformation of curricula and teaching practices brought about by education reforms attaches increasing importance to the professional competencies and information needs of teachers. In this study, a semi-structured interview was conducted with 15 secondary school information technology teachers in New Taipei City to examine their information needs when delivering education, in addition to exploring their information seeking and usage processes. The results revealed that acquisition of new technological knowledge was the primary information need of the information technology teachers when preparing their teaching. New information needs surfaced because of limitations in the existing teaching resources, and the teachers desired a peer exchange platform for integrating teaching resources, assisting with the articulation of administrative work and curricula, and reinforcing the association between information technology and student future careers. The teachers used various information sources, such as past teaching materials, interpersonal communication, research, and libraries, to search for teaching resources. They also actively employed online resources and artificial intelligence to locate teaching materials. The types of information sources frequently used by the teachers included books and lesson briefings, and they often applied images and multimedia materials to assist with teaching. When selecting data, the teachers verified their accuracy and novelty, and videos with clear and concise contents were chosen as teaching materials. The teachers upload teaching materials to digital platforms, allowing students to engage in self-directed learning. Practical assessments, worksheets, and tests were employed to understand students' learning outcomes, and teaching methods were adjusted according to student feedback.

並列關鍵字

Information technology teachers ； Information technology education ； Information behaviors ； Information needs ； Information seeking behavior

參考文獻

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