本研究旨在對資訊社會中的教師角色作一系統的論述與實徵研究，完成下列具體目標： 1.分析資訊社會的概念，論述現實情況面相與理想面相；2.探討資訊社會的特性、教育功能及其與教師角色的可能關係；3.依理論描述資訊社會的教師角色；4.確立資訊社會的教師角色期望之理想形象。利用文獻探討論述分析，德懷術問卷書面往返諮詢來進行研究，以完成研究目的。 循此，研閱有關資訊社會、教師角色理論，描述資訊社會的現實面，論述資訊社會的理想面，資訊傳訊革命對教育提供的資源與所形成的新挑戰，及教育在資訊社會中如何反應理想的資訊社會要求，如何導進現實的資訊社會。並探討在新的教學制度結構下，教師應如何重建其角色，俾能滿足教育的新功能性需求，發生導進社會轉化知識的使命。蒐尋並整理檢討學者的論述與相關文獻由此建立學理基礎，據理論建構出為資訊社會教師的角色包括十三層面計八十八項，再據以編製懷德術問卷進行懷德術諮詢，商請十五位學者專家接受懷德術問卷，經過三個回合的書面往返，透過切磋討論，經過一次再一次的增刪修訂，集思廣益，終漸趨於一致，形成共識。共同建構理想的教師角色期望，使能有效發揮資訊社會中的教育任務。 確定資訊社會的教師應扮演的角色包括十三層面為： 一、在資訊社會中，教師是一位傳道者。 二、在資訊社會中，教師是一位基本知能的培養者。 三、在資訊社會中，教師是一位學習引導者。 四、在資訊社會中，教師是一位課程發展者。 五、在資訊社會中，教師是終身學習與創新成長的促進者。 六、在資訊社會中，教師是一位資訊顧問。 七、在資訊社會中，教師是一位資訊提供者。 八、在資訊社會中，教師是位資訊輔導者。 九、在資訊社會中，教師是一位管理者。 十、在資訊社會中，教師是一位團隊合作者。 十一、在資訊社會中，教師是一位行動研究者。 十二、在資訊社會中，教師是一位終身學習的實踐者。 十三、在資訊社會中，教師是一位人文化資訊科技社會的維護者。 各層面角色期望各有五項到九項，計有八十八項，本研究可作為教師惕勵奮勉的專業成長指標。

This project was conducted with an attempt to study systematically the teacher role in an information society. It aimed to achieve the following four concrete objectives: 1. To conceptualize information society, to describe its status quo and its prospect. 2. To analyze characteristics of the information society and in which how education should function and work. 3. To conjecture in theory an ideal image of teacher role in an information society. 4. Through the use of Delphi Technique to construct the teacher role of an information society. For these objectives, literature review, discussion analysis, Delphi technique were employed. Firstly, searched and reviewed the literatures related information society, teacher role, related theories, either in sociology of education or in educational psychology; to depict the states of the art of current information society and also to discourse what new resources created by the information technology for pedagogy as well as the challenges emerging in the information society with which people would confront. Further, to tackle how teachers in this kind of society should reshape their role so that can be able to meet the functional demands and lead social progress. Taking these reviews and discussions as a ground, the researcher employed Delphi Technique to invite experts to dialogue among them in written forms back and forth a couple of times to see whether a consensus can be reached on the expectation of teacher roles in an ideal information society whereby to construct the ideal image of a teacher role. An agreement was reached at last that the teacher role in an information society should include 13 dimensions, each dimension is composed of 5-9 items, 88 items in total. The major results found were not only to clear the characteristics of an information society, including its status quo, its prospect, and its relations with education, whereby we have constructed by consenting among the educational professionals and educators an ideal image of teacher role in an information society. Hopefully, these findings could render as a guidepost leading the professional growth for the part of teachers in an information society.