由於近十年來資訊科技之急遽演進，教學已由過往以認知理論的知識傳遞爲主軸，轉移至以學習者建構能力的提昇與輔導爲導向。然而以紙本教材學習爲其主要教學經驗的師資，卻仍對數位化學習資源抱持疑慮，未能退居學習推手之角色。以外語教學而言，增進人際語文溝通能力爲主要教學目標。視聽資源之運用長久以來僅爲提供學習輸入的輔助工具，而現今資訊科技的發展，已不止於單向輔助學習的功能。學校行政站在教育的前瞻地位，率先迎接數位時代，主動提供機制開發新教學法；此外，教師與行政主管問的契合，尚需建立在互助互持，凝聚共識，建立願景。以文藻外語學院所進行的全面性多面向問卷調查觀之，其結果有助行政團隊積極規劃整體學務發展與校務，鼓勵研發新的教學模式，重新塑造更積極與具動力之的教師。

With drastic changes in information technology in the past decade, education has turned out to be more competence-based than knowledge-oriented. Among a school workforce of the paper-based generation, the role of a teacher as a facilitator to motivate students of e-generation into self-learning is technically possible but not yet fully achieved. In foreign language instruction especially, application of impersonal audio-video devices has long remained secondary to face-to-face contacts. To adapt to a digitalized epoch, Wenzao Ursuline College of Languages not only has provided necessary administrative mechanism for instructional innovation, but also conducted a teacher survey, of which the findings help further the congruence of staff and school administration in a vision of ICT integration in language teaching for both school development and teachers' career development by each playing a more dynamic role.