教育學院
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教育學院成立於民國44年6月5日，時值臺灣省立師範學院改制為臺灣省立師範大學，初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系，發展迄今，本院共設有7個學系（均含學士、碩士及博士班）、5個獨立研究所、1個院級在職碩士專班。
本院為國內歷史最久之教育學院，系所規模、師資，及學生品質向為國內首屈一指，培育英才無數，畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域，皆為提升我國教育品質竭盡心力。此外，本學院長期深耕學術，研究領域多元，發行4本 TSSCI 期刊，學術聲望備受國內外學界肯定，根據 2015 年 QS 世界大學各學科排名結果，本校在教育學科名列第22名，不僅穩居臺灣第一，更躍居亞洲師範大學龍頭。
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Item 新北市公共運輸場站行動圖書館服務品質探究(2014) 林怡君; Lin, I-Chun行動圖書館為裝載著書架及工作人員的車輛或其他交通工具型式，具流動性或可移動性，在特定日期以分館模式服務於缺乏圖書館資源的社區。國內行動圖書館多為服務偏鄉地區居民，然新北市立圖書館為服務通勤族和及擴大圖書館服務對象，自2012年起以巴士為載體之行動圖書館，開往捷運站及火車站等公共運輸場站，提供辦證、借閱服務，讓民眾能利用通勤、外出搭乘交通工具的機會接觸圖書館的服務。 為了解新北市公共運輸場站行動圖書館服務品質，了解服務優勢及劣勢，助其鎖定目標客群，本研究除以分析自動化流通系統中行動圖書館利用狀況統計資料，並以文獻探討、輔以現場觀察歸納讀者問卷以探究讀者使用習慣、服務品質、讀者需求、個人資料等四部份，其中服務品質量表係使用ServQUAL量表修改而成，包含實際感受值及期待程度值兩個部份。 本研究結論共12項：1.讀者造訪目的多為瀏覽及借、還書籍，造訪時段一般於晚間6時後，並以造訪頻率低者佔多數；2.樹林火車站整體利用狀況最佳，鶯歌火車站最不理想；3.讀者借閱書籍主題偏好為兒童書籍、語言文學類及應用科學類；4.讀者對於服務品質各構面期待程度及實際感受均達滿意，有形性構面之實際感受值及期待程度值皆為各構面最高；5.讀者對於服務品質各構面實際感受皆未達期待程度標準，關懷性構面服務缺口最大；6.服務品質重要表現程度分析結果可得有形性構面、確實性構面、反應性構面為需繼續保持構面；保證性構面、關懷性構面為為低優先順序構面；7.讀者以女性及都會返家途經通勤族群為主；8. 讀者居住地多臨近該服務設置地點，且多數為自行發現；9.不同背景讀者之服務品質感受整體不具顯著差異；10.讀者對於文學、休閒類讀物及童書需求較大，資料類型偏好工具書、有聲書及漫畫，並重視館藏新穎度、更新頻率及數量多寡；11.逾半數讀者希冀該服務能增加閱讀桌椅及提供各類型藝文資訊；12.多數讀者有成年家人也閱讀借回書籍。 根據研究結果，本研究提出10項建議：1.調整服務巡迴頻率及地點以增加使用效益；2.調整服務時間以符合讀者之需求；3.館藏選擇應更貼近讀者及其家人之需求；4.注意館藏更換頻率及新穎度；5.加強書籍陳列方式；6.閱覽規則應更加彈性以符合該服務讀者使用習慣；7.改善車體視覺吸引力以及停靠地點；8.服務人員應更加積極主動推廣該服務；9.加強現場燈光照明及增加閱讀桌椅設備；10.定期進行服務品質評估及業務統計資料分析。Item Design and implementation of a two-dimensional model for ICT adoption(Association for the Advancement of Computing in Education (AACE), 2008-03-07) Lin, I-Chun; Wang, Pei-Yu; Lin, Janet Mei-ChuenThis paper describes design and implementation of a two-dimensional model for teachers' Information and Communication Technologies (ICT) adoption. The model involves a technological dimension and a pedagogical dimension. It is intended for use both as an evaluation tool and a professional development facilitator. The technological dimension of the model is divided into seven levels- nonuse, using off-the-shelf CAI software, using word processors to create text-based materials, utilizing readily available multimedia resources, creating multimedia instructional materials, producing simple CAI applications, and implementing sophisticated CAI systems, whereas the pedagogical dimension is divided into four levels-mundane use, initial attempts, blending, and innovation. Three case studies were conducted to examine the usefulness of the model. For the three teachers observed in the case studies, our model successfully served as a guide to facilitate their growth in ICT adoption.Item Pedagogy*technology: A two-dimensional model for teachers' ICT integration(Wiley-Blackwell, 2010-12-27) Lin, Janet Mei-Chuen; Wang, Pei-Yu; Lin, I-ChunThis paper presents a two-dimensional model for measuring individual teachers' progression in ICT integration and for guiding them toward higher integration levels. There are four levels in the pedagogy dimension: direct teaching, cognitively active learning, constructive learning, and social learning. These levels are defined based on four factors: teacher pedagogical beliefs, instructional strategies used, teacher-student interactions, and the types of tasks students are expected to carry out. The technology dimension contains eight levels, ranging from Level 0 (nonuse) to Level 7 (implementing sophisticated instructional applications). The eight levels are defined based on three factors: whether a teacher is a passive consumer or an active producer of the ICT-based resources, sophistication of the ICT tools that a teacher uses, and richness of functionality of an ICT-based product developed by a teacher. To validate the proposed model in terms of its applicability and practicability, three case studies were conducted. The results showed that this model was able to adapt to individual preferences of the three participating teachers as well as guide their progressions in ICT integration.