National Academy for Educational Research

　　資訊科技融入教學是近十多年來資訊教育重大的趨勢，在資訊與通訊科技進展下，雲端計算因應而生，它擁有隨選即用、資源彈性等特色，能有效整合各項教育服務，提供水電般之友善數位教學及學習環境，因此世界各國皆積極進行教育雲基礎建設，然而教育雲建置及推動須以教學需求為依歸，因此在我國投入教育雲建設之初，調查及了解教師對於數位教學環境滿意度及教育雲之需求有其必要性，此外雲端服務如何應用於教學亦成為重要的教育課題。

　　基於上述背景與動機，本研究旨在探討現場教師之雲端融入教學現況及對於教育雲之需求，且以臺北市、新北市國民中小學教師為對象進行問卷調查，並訪談數位教學典範教師，結合訪談結果與學習理論，據以建立雲端教學模式，期望此模式做為資訊科技融入教學方式參考，進而提昇教學效能。
在量化研究上，本研究採用調查研究法，以研發團隊編製「國民小學教師對於教育雲教學應用之需求問卷」及「國民中學教師對於教育雲教學應用之需求問卷」為工具，針對臺北市、新北市國中小學進行普查，國小部分回收率為51.6％，有效問卷計955份，國中部分回收率為42.5％，有效問卷計790份。在質性研究上，本研究選取三位數位教學典範教師，進行訪談及課室觀察，蒐集教學內容，分析其雲端應用教學方式。

　　研究主要發現：當前國民中小學教師對於教育雲各項教學資源的需求大於八成，對於教育雲相關系統及服務之需求大於七成，對於硬體環境之需求大於七成，對於教育訓練及獎勵機制之需求介於七成與九成之間，認為教育雲系統應具備安全的資訊服務、系統間具有良好整合性、方便及友善的操作介面、客製化服務等特性；國民中小學教師對於教育雲各項教學資源的不滿意度介於三成與五成之間，對於教育雲相關系統及服務不滿意度介於三成與五成之間，對於硬體環境不滿意度介於二成與五成之間，對於教育訓練及獎勵機制之不滿意度介於三成與五成之間。

　　本研究依據訪談及教學內容分析結果，參考Taylor及Jonassen理論，建立雲端教學3T模式，即將雲端科技作為教導者、工具與被教導者，期望成為可複製及可重複使用之雲端教學方式。

　　Recently, the teaching with the information technology is a significant education tendency. With the rapid development of information technology and network communications, Cloud Computing provides a broad network access, resource pooling and rapid elasticity. Education Cloud （Edu-cloud） that is an application of cloud computing provides an effective integration of educational resources in the networks and a friendly digital teaching and learning environment. Hence, almost countries in the world build up the fundamental infrastructure of education cloud. The major purpose of education cloud is to meet the requirement of teaching. Therefore, it is very important to realize the teachers’ satisfaction to the digital learning environment and the teachers’ request to the education cloud service.

　　The intention of this research is to reach the general understanding of the current educators teaching with education cloud and to realize educators’ request of education cloud. The targets of investigation are the teachers at the elementary and junior schools in Taipei and New Taipei. Also, the interview with the paragon teachers is included in this project. Combining with the research result and learning theory, the Edu-cloud teaching model is proposed. It is expected that this teaching model could be the important reference to the educators in teaching with information technology. Furthermore, this model could improve the teaching efficiency.

　　Two kind methods are used to implement this project. One is the quantitative research and the other is the qualitative research. Survey is adopted in the quantitative research. “Questionnaire to Education Cloud Applications and Requests of Teachers at Elementary Schools” and “Questionnaire to Education Cloud Applications and Requests of Teachers at Junior High Schools” created by the project team are used as the tool. The rates of survey retrieve are 51.6% and 42.5% for the teachers at elementary schools and the teachers at junior high schools, respectively. The valid retrieved questionnaires are 955 and 790 for the teachers at elementary schools and the teachers at junior high schools, respectively. In the qualitative research, three paragon teachers are chosen for interviewing. The analysis of their Edu-cloud teaching models is made with the observation of their lectures and their teaching material.

　　The results of this research show that the request of teaching resource to Edu-Cloud is over 80%; the system demand and service requirements to Edu-cloud are over 70%; the hardware needs to Edu-cloud are over 70%; the request for skill training and the awarding scheme to Edu-cloud are between 70% and 90%. Almost people thought Edu-cloud should work with a secure service. The characteristics of Edu-cloud should be integrated well, convenient and with a customarily and friendly operative interface. However, among those staffs at the elementary schools and the junior high schools, the unsatisfied rate of teaching resource to Edu-cloud is between 30% and 50%; the unsatisfied rate of system demand and service providing to Edu-cloud is between 30% and 50%; the unsatisfied rate of hardware provided to Edu-cloud is between 20% and 50%; the unsatisfied rate of skill training and the awarding scheme to Edu-cloud is between 30% and 50%.

　　Based on the Taylor and Jonassen Theories, interviewing with teachers and analysis results, 3T Edu-cloud teaching model is proposed. This model could be referred as Tutor, Tool and Tutee and is expected to duplicate as the Edu-cloud teaching model.