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題名：國民中小學學校資訊教育計畫指標建構之研究
作者：蔡明貴
作者(外文)：MING-KUEI TSAI
校院名稱：國立臺北教育大學
系所名稱：教育經營與管理學系
指導教授：曾錦達
學位類別：博士
出版日期：2017
主題關鍵詞：資訊教育計畫；資訊教育計畫內涵；資訊教育計畫指標；驗證性因素分 析；school technology plan；content of school technology plan；indicators of school technology plan；confirmatory factor analysis
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本研究旨在建構適用於我國國民中小學學校資訊教育計畫指標，並依據建構之指標形成問卷以探討學校行政人員對資訊教育計畫指標的認同程度。首先歸納分析國內外資訊教育計畫指標相關的文獻，以形成本研究指標建構初稿。其次透過訪談法與三回合德懷術專家調查，建構出資訊教育計畫指標的7個層面、18個向度與45個指標。
在實證調查階段，依本研究建構之指標自編「國民中小學學校資訊教育計畫指標調查問卷」，並以分層隨機抽樣雙北地區（新北市與臺北市）國中小87間學校行政人員，總共發出問卷703份，有效回收612份，有效樣本回收率為87％。資料處理採用的統計分析方法，包括探索性因素分析、信度分析、驗證性因素分析、描述統計、t考驗、單因子變異數分析等統計方法進行分析。本研究獲得以下結論：
一、本研究建構出國民中小學學校資訊教育計畫7個層面、18個向度及45個指標，可做為中小學撰寫資訊教育計畫之參考
二、國民中小學學校行政人員認為資訊教育計畫指標的重要性，以「經費來源與運用」、「資訊基礎建設」、「教師教學能力成長」與「組織架構」層面相對較高，而認為「評鑑機制」層面的重要性相對較低
三、相較於資訊教育計畫學理面與評鑑面的指標，學校行政人員則認為資源面指標的重要性相對較高
四、學校行政人員認為校內自己可以獨力完成的資訊教育計畫指標比需要外部組織或人員協助或合作的指標來得更為重要
五、相較於年資淺的學校行政人員，資深的學校行政人員認為資訊教育計畫指標之「資訊教育現況分析」向度、「計畫願景」向度、「資訊課程與教學」向度與「資訊能力成長課程」向度的重要性相對較高
六、由於角色期望的關係，校長與主任比起組長更重視資訊教育計畫指標之「整體指標」、「計畫背景」、「組織架構」、「課程與教學」、「教師教學能力成長」與「評鑑機制」
七、相對於新北市國小、台北市國中小學校行政人員，新北市國民中學學校行政人員認為資訊教育計畫整體及其向度重要性相對較低
本研究依據上述研究結論提出具體建議，供學校、政府教育單位及後續研究者參考。
The study aims to construct a “School Technology Plan Indicator for primary and secondary schools” which is suitable for use in Taiwan and to form a questionnaire based on the constructed indicators to explore the extent of school administrator’s recognition of the School Technology Plan Indicator. First, the researcher summarized and analyzed relevant literature to the School Technology Plan Indicator to formulate a draft for this research. Secondly, the researcher conducted 3 rounds of surveys utilizing the Delphi Technique and conducted interviews to compile experts’opinions, then analyzed and summarized the responses from each survey round. Finally, the researcher generalized indicators of School Technology Plan.
At the stage of empirical investigation, according to the indicators in this study, the questionnaire survey was conducted, and a random sampling was conducted on a total of 703 administrators of 87 Primary and secondary School in New Taipei City and Taipei City. 612 questionnaires were totally collected and the response rate was 87%. The data was analyzed using explorative factor analysis, reliability analysis, confirmatory factor analysis, descriptive statistics, t-test, and One-way ANOVA. According to the findings of the study, the research results of the study are as follows:
1. The research constructs 7 categories, 18 dimensions and 45 indicators, and these indicators can be used as references for primary and secondary school administrator to write the School Technology Plan.
2. The importance of the indicators that Primary and secondary School administrators take for: the “Sources and Utilization of Funds”, “ICT Infrastructure”, “Professional Development for Teachers’ Teaching” and the “Organizational Structure” are higher than “Evaluation Mechanism”.
3. Compared with the theoretical and the evaluation dimensions of the school technology plan, school administrators think the dimension of resources are more important.
4. Indicators that school administrators can write themselves are more important than those that need assistance from external organization and people.
5. Compared with the junior school administrators, senior administrators think the indicators of “Analysis on Current ICT in Education”, “Vision of the Plan”, “ICT Curriculum and Teaching”, and the “Growth Course of Information Competencies” are more important.
6. As a result of role expectation, principals and directors of school are more likely than section chiedfs to take into account the following: “Overall Indicators”, “Plan Background”, “Organizational Structure”, “Curriculum and Teaching”, “Professional Development for Teachers’ Teaching”, and “Evaluation Mechanism” .
7. Administrators of the primary school in New Taipei City and those of primary and secondary school in Taipei city emphasize the importance of the “Overall Indicators” more than the administrators of the secondary school in New Taipei City.
Based on the study results, the specific proposal is put forward to school administrators, educational authorities as well as for future studies.
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