國家教育研究院

　　本研究旨在探析數位化趨勢下我國中小學教育現場相關層面之未來圖像，研究設計以「學生學習」為核心，探討包含「教育政策」、「課程與教學」、「學習資源」、「測驗與評量」等層面所構成之教育發展，研究期程自2014 年1 月1 日起至2015 年12 月31 日止，為期兩年。本整合型研究獲得的主要結論如下，關於教育政策方面研究發現：一、數位化趨勢：自2012 年至2015 年間包含行動學習、雲端運算、學習分析、遊戲式學習、開放內容等項，部分已實現運用於中小學教育場域中；二、主要國家與我國教育政策：主要國家持續投入ICT 於教學與學習已是共同目標，發展明確具體的實施架構及跨部門合作是政策關鍵；我國面對數位化趨勢之挑戰，中小學教育政策重點包含資源投入攸關施政績效、宣導策略決定革新速率、科技知能左右教學品質等。三、我國中小學教育政策未來圖像包含：資料導向的政策決定、開放導向的政策推廣、系統導向的政策管理及品質導向的政策評估。

　　關於課程與教學方面研究發現：一、在職教師磨課師教學策略的使用經驗上，大部分的教師從未或很少製作影片來提供學生預習或輔助課堂教學；二、針對不同使用經驗的教師進行差異分析的結果顯示，具有實際運用磨課師教學策略經驗的教師，他們在知覺有用性、知覺易用性、教學自我效能，以及參與訓練與社群的行為意圖都相當高；另外亦針對兩所學校共9 位教師，進行半結構訪談，統整與歸納出參與試辦學校教師的經驗與建議。關於學習資源研究方面，研究發現教師對數位資源的意義及未來展望抱持肯定態度，但在資源的近用與教科書的看法上則傾向保守，另外透過訪談法結果指出教師應該以正向積極的心態迎接數位時代，且教師未來將投入更多的心力在蒐集、整理、評估、應用數位資源。

　　關於測驗評量研究方面，培養對學生才有改變的契機，面對無法預知的未來，需求的是分析批判力、創造力、自主性見解、溝通表達等能力。本研究主要探討國家型教育評量及學校評量，如何結合數位科技培養學生面對未來的能力。第一年採文獻與文件分析法及案例研究法，剖析數位學習評量系統環境的建置及其應用的現況；第二年採專家諮詢訪談及國高中小教師焦點座談，形塑未來數位評量的功能與角色。研究發現：1.數位架設技術得以建置檢測與改進循環評量機制；2.評量數位化得以深化評量內涵；3.評量數位化得以落實教育公平。建議：1.國家型教育評量及學校評量數位化；2.光纖平板即時化普及化；3.數位評量自由軟體效益化。除各子計畫進行研究探討外，本整合型研究計畫並於第二年研究期間建構數位化趨勢下我國中小學教育未來圖像。整體而言，本研究各計畫能依研究結論提出具體建議，以供教育相關政策之參考。

　　This research is aimed to explore the future images of educational sites of our elementary and middle schools. The research design is centered on "student learning", from where the education development constructed by "educational policies", "curriculum and teaching", "learning resources" and "test and evaluation" is studied. With a two-year research schedule, from January 1, 2014 to December 31, 2015, this integrated research has come to the following conclusions.

　　On educational policy, the following are revealed: (1) the digital technologies including mobile learning, cloud computing, learning analytics, game-based learning, and open content have been applied in the elementary and middle school educational arena, and the future trend to be expected includes adaptive learning, 3D printing, bring-your-own-device (BYOD), makerspace, Internet of things, wearable technology and virtual reality; (2) persistent engagement in the ICT teaching and learning is a common goal of countries around the globe, and specific implementation framework and cross-sectors collaboration is the key to policies, while the major polices of our elementary and middle school education include investing resources to critical administration performance, strategic publicity for decisive innovation speed, technological knowledge to influence teaching quality, and digital gap impact on learning effect; (3) the future images of our elementary and middle school education policy include data-based policy making, open-based policy promotion, system-based policy management and quality-based policy assessment.

　　On curriculum and teaching, the following are revealed: (1) when it comes to the experience of using the teaching strategy of Massive Open Online Courses (MOOCs), most teachers have never or seldom used slides to help students preview coursework or help themselves with classroom teaching; (2) variance analysis on teachers with different MOOCs experiences shows that those with the MOOCs experience are high in perceived usefulness, perceived ease-of-use, teaching self-efficacy, and behavioral intention of participation in training and communities. Also given are semi-structured interviews with 9 teachers from two experimental schools, based on which the experiences and suggestions from the teachers of the schools are collected and compiled.

　　On learning resources, this research has found that teachers are positive about digital resources and the future prospective, though they have reservations on the resources access and textbooks. Furthermore, the result from interviews shows that teachers should take a positive and active mindset to embrace the digital ear, and they will put more effort in collecting, compiling, evaluating and applying digital resources.

　　Only the right teaching for students, the future society have the opportunity to be changed. Now the students after graduation will be involved in the unpredictable future. Therefore, their needs are analytical, critical, creating ability, as well as the independent opinion and the ability of communication etc.This study investigates the national education evaluation and school evaluation, how to combine digital technology, cultivate students' ability to face the future.In the first year, using literature and document analysis and case study method, to analyze the current status of e-assessment system and its application. In the second year, adopting the expert advice interview and the school teachers' focus discussion, to shape the future digital evaluation function and role. This study founds: (1)The digital technology enough to construct the recycling mechanism of e-assessment to master and improve education. (2) The e-assessment to deepen the connotation of the evaluation. (3) The e-assessment to carry out the fairness of education. The recommendations are: (1) Digitizing the national education evaluation and school evaluation. (2) Widespreading the fiber-optic network and support the tablet PC as soon as possible. (3) Maximizing the benefits of digital free software for assessment.

　　In addition to all its subsidiary projects, this integrated research will, in the second year, construct the future images of our elementary and middle schools under the trend of digitalization. Overall, the individual subsidiary projects will set forth specific proposals based on the research conclusions.