國家教育研究院

　　伴隨寬頻網路普及、雲端科技興起、後web2.0 技術、社群網站蓬勃發展、行動載具盛行等種種數位化趨勢下，人人都成了資訊的需求者、使用者，也都同時具備了資訊的創造者、傳播者角色。數位學習資源擁有容易取得、隨選即用、資源彈性等特色，能有效支援各項教學活動，也可獨立成為學習教材，因此世界各國皆積極進行數位學習資源之建置，然而數位學習資源建置及推廣須以教學需求為依歸，因此在我國日益普及中小學數位學習資源發展應用之際，調查及了解教師對於數位學習資源之看法及需求有其必要性，亦是勾勒教育未來圖像裡不可或缺的一塊。

　　基於上述背景與動機，本研究旨在探討現場教師對數位學習資源應用之看法及使用需求，初步以全國國民中小學教師(含行政人員)為對象進行問卷調查，透過調查結果所得，據以探究教師應用數位學習資源於教學活動中之情形，後續以質性研究方式實地訪談學校現場教師，期望研究結果可做為國家發展數位學習資源之政策參考，進而提升學校教學效能。

　　在研究方法上，本研究第一年採用調查研究法，以研究團隊編製「數位化趨勢與中小學學習資源之發展問卷」(網路問卷)為工具，發函各直轄市政府教育局及縣市政府(教育局處)轉請轄屬國民中小學教師上網填答，計回收有效問卷3966 份。第二年採用專家訪談法，以質化方式實地訪談具代表性之學校現場教師，獲取教師從事數位化教學資源應用之實踐經驗，及其對未來發展的看法與建議。 研究主要發現：教師在本研究問卷的六大構面得分依序為「一、數位學習資源的意義」（M = 4.24）、「六、對數位化趨勢下學習環境的展望」（M = 3.98）、「三、數位學習資源的使用時機」（M = 3.93）、「五、數位學習資源與自我信念」（M = 3.81）、「四、數位學習資源與教科書」（M = 3.81）、「二、數位學習資源的近用」（M = 3.77）。

　　其中對「一、數位學習資源的意義」與「六、對數位化趨勢下學習環境的展望」的評價較高，但對「四、數位學習資源與教科書」與「二、數位學習資源的近用」的評價較低。顯見教師雖然對數位化學習的意義與未來展望非常認同，但在面對落實到教學現場的數位教材與資源應用上，態度則較趨於保守。專家訪談結果更深入獲得了關於教師發展、學生學習、環境建置、問題改善等多方面意見結論。

　　建議我國在推廣數位學習資源應用時，對於教師本身的資訊科技融入教學能力仍須繼續提升；在數位學習資源與教科書的發展上，也宜更加積極研發，促進教師應用的意願；教學與學生的學習，應兼顧學科知識與潛在人格特質的均衡發展，並重視戶外教育，避免過度依賴數位世界，而忽略了真實世界的生活意趣。

　　With variegated digital trends such as the popularity of the Internet, the rise of cloud technology and post-web2.0 technology, the development of social networking sites, and popularization of mobile carrier, everyone becomes a demander and user of digital information, also the creator and disseminator of digital resources. The so-called digital resources, endowed with the features as easy to access, used immediately and very flexible, can support teaching activities or serve as learning materials; thus many countries in the world are engaging enthusiastically in building digital learning resources. Whereas establishment and promotion of learning resources must be based on educational needs. While e-Learning resources applications are growing rapidly in elementary schools and high schools nowadays, we tried to investigate the needs and views of teachers for digital learning resources, and understood their requirements. Evidently it is an indispensable part in the map of future education.

　　As mentioned above, this research was aimed to investigate the views and needs of teachers about learning resources and its application on-site. The first step was to do questionnaires for national high school and elementary school teachers (including administrative staff), then analyzed the data obtained from the questionnaires in order to realize the use of digital learning resources for teaching and learning activities in common. Finally, interviewed school teachers through qualitative research method to check and modify the conclusion, which can be used as the reference for setting up digital learning policy, as to improve school teaching performance.

　　As the research methods, the first year adopted the survey method which was designed by the research team through a questionnaire called “Questionnaire of digital trends and primary and secondary schools learning resources” (Internet survey) to make it, we invited high school and primary school teachers nationwide to fill the questionnaire on the Internet, and received a total of 3966 valid questionnaires. The second-year applied the method of interviewing experts, using qualitative methods to reach particular school teachers to get their experiences of using digital teaching resources, as well as their ideas and suggestions for further applications.

　　The first year we found that teachers’ responses in six parts of the questionnaire were in order as following: 1. part one, “meanings of e-Learning resources” (M=4.24), 2. part six, “the prospects for learning environment under the digital trends” (M=3.98), 3. part three, “the timing of using the digital learning resources” (M=3.93), 4. part five, “digital learning resources and self-belief (M=3.81), 5. part four, “digital learning resources and textbooks” (M=3.81), and 6. part second, “digital learning resources access” (M=3.77).

　　Among them, part one “meanings of e-Learning resources” and part six “the prospects for learning environment under the digital trends” got higher rating, on the contrary, part four “digital learning resources and textbooks” and part second “digital learning resources access” appeared low. It indicated that teachers valued the importance of digital learning and its promising development, but didn’t comprehend the applications of digital resources and be sort of conservative about its functions. On the other hand, the result of second year has offered some overviews and suggestions about teachers’ trainings, students’ learning, environmental building, and problem solving, etc.

　　At the end, the research result proposed that in order to improve and prevail over the digital learning resources application, teachers should integrate their digital knowledge into teaching activities and needed to progress continually. For the development of digital learning resources and textbooks, it also needed to encourage teachers to be more positive and willing to use them. As teaching and students’ learning should concern more about the balance of knowledge and personality, emphasize outdoor education, and avoid students’ excessive indulgences in the virtual world to ignore the meanings of life and reality.