學習資訊專業學院—資訊教育研究所
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25
資訊教育研究所之碩士班成立於民國80年，博士班成立於民國86年，目前研究生共約160名。本所原屬資訊教育學系，於95學年度起因應系所組織調整，成為獨立研究所，歸屬教育學院。
本所以『資訊科技教育』和『數位學習』兩個專業領域之研究發展與人才培育為宗旨，課程設計分別針對此兩個專業領域規劃必、選修專業科目，提供學生紮實而嚴謹的學術專業知能及個別化之研究訓練。本所教育目標包括：
1、培育資訊科技教育人才；
2、培育數位學習產業人才；
3、培育資訊科技教育與數位學習研究人才。
本所目前六名專任教師，四位教授，二位副教授，在資訊教育領域均具有豐富之教學與研究經驗且均積極從事研究，每年獲科技部補助研究計畫之平均數量與金額在本校名列前茅。另外，本所教師積極參與國內重大資訊教育政策及課程綱要之制定，積極推動國內資訊教育之發展。
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Item Cultivating Computer Teachers for the 21th Century: Visions and Challenges(1997-01-01) Chiou, Guey-Fa; Lin, Janet Mei-Chuen; Wu, Cheng-ChihItem Critical Concepts in the Development of Courseware for CS Closed Laboratories(Association for Computing Machinery (ACM), 1996-06-02) Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Chiou, Guey-FaIn this paper we present some of the experiences that we have gained from having developed a number of laboratory-based courseware for teaching computing concepts. We point out that lab-based teaching is a special category of computer-based instruction (CBI). The intended lab usage imposes certain constraints on lab-based courseware such that the methodologies for developing traditional CBI software do not seem to fit the development of lab-based software very well. Lab-based software requires special considerations as to the presentation of its course content and the design of its user interface.Item IEA資訊科技於教育應用之國際比較研究：台灣地區(第一期)(1999-07-01) 邱貴發; 吳正己; Chiou, Guey-Fa; Wu, Cheng-ChihItem Incorporating Web-Based CMC in the Methods and the Practicum Courses of Preservice Teachers(The Association for the Advancement of Computing in Education (AACE), 1999-02-28) Wu, Cheng-Chih; Lee, Greg C.; Chiou, Guey-Fa; Ho, Rong-GueyCMC has started its influence of the teacher education programs in Taiwan. In this paper, we present the implementation of a web-based CMC system in our computer teacher education program. Thirty-four students enrolled in the Teaching Methods and Teaching Practicum courses were encouraged to use the system throughout the school year. Experienced high school teachers were asked to lead the discussions with the students in the CMC system. Survey results indicate that the web-based CMC system is an effective tool for facilitating preservice teachers' training, but the moderation skills of the experienced teachers need to be further improved.Item A Collaborative Effort in Building the National Educational Resource Center(The Association for the Advancement of Computing in Education (AACE), 1999-02-28) Lee, Greg C.; Wu, Cheng-Chih; Lin, Janet Mei-ChuenThe National Educational Resource Center (NERC) has been established since February 1998 in a multi-million U.S. dollar national project to promote usage of computing and telecommunication technologies in the K-12 schools across all subject areas. The NERC's main responsibility is to provide a rich set of educational resources for the teachers to use in their classroom instruction. In the initial stage, there are 39 regional resource centers helping to develop and to collect educational resources in all subject areas in K-9 grades. Ten months into this project, available resources in the NERC is growing rapidly. In this paper we present the collaborating framework of the national and the regional resource centers, describe the content structure of all the resources and share our experiences in the running of the National Educational Resource Center.Item The use of computer-mediated communication for teacher education in Taiwan(1999-03-28) Wu, Cheng-Chih; Lee, Greg C.; Lin, Janet Mei-ChuenItem Content knowledge requirements for high-school computer teachers in Taiwan(1999-03-28) Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Lin, Feng-YingItem STNet: A Network-Supported Environment for Student Teachers(The Association for the Advancement of Computing in Education (AACE), 1999-02-28) Chiou, Guey-Fa; Ho, Rong-Guey; Wu, Cheng-Chih; Lee, Greg C.Adopting the rationale of reflective thinking as the underlying philosophy, we developed the Student Teacher Network (STNet) to support student teaching. STNet provides an online place where university supervisors, experienced school teachers, student teachers, and students in the preservice program can discuss teaching issues and browse resources asynchronously. The first year experience indicated that we need a more comprehensive rationale to guide the design and the implementation of the STNet, a resourcerich environment to support student teachers, an effective university-school partnership to sustain the STNet, and reconsideration of the whole teacher education program in order to infuse information technology into teacher education program. Building a systemic and distributed teacher education network is one of the feasible alternatives.Item Visualizing programming in recursion and linked lists(ACM, 1998-07-08) Wu, Cheng-Chih; Lee, Greg C.; Lin, Janet Mei-ChuenItem Conceptual models and cognitive learning styles in teaching recursion(ACM, 1998-02-26) Wu, Cheng-Chih; Dale, Nell B.; Bethel, Lowell J.An experimental research design was implemented in an attempt to understand how different types of conceptual models and cognitive learning styles influence novice programmers when learning recursion. The results indicate that in teaching recursion to novice programmers:• concrete conceptual models are better than abstract conceptual models,• novices with abstract learning styles perform better than those with concrete learning styles,• abstract learners do not necessarily benefit more from abstract conceptual models, and• concrete learners do not necessarily benefit more from concrete conceptual models.
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