Tūzī yǔ dàng’àn xuékān (Dec 2023)
A Study on the Information Behavior of Secondary School Information Technology Teachers in New Taipei City
Abstract
"In response to the arrival of the age of information technology, the Curriculum Guidelines of 12-year Basic Education published by the Taiwanese government in 2019 incorporates information technology a standalone academic subject. Transformation of curricula and teaching practices brought about by education reforms attaches increasing importance to the professional competencies and information needs of teachers. In this study, a semi-structured interview was conducted with 15 secondary school information technology teachers in New Taipei City to examine their information needs when delivering education, in addition to exploring their information seeking and usage processes. The results revealed that acquisition of new technological knowledge was the primary information need of the information technology teachers when preparing their teaching. New information needs surfaced because of limitations in the existing teaching resources, and the teachers desired a peer exchange platform for integrating teaching resources, assisting with the articulation of administrative work and curricula, and reinforcing the association between information technology and student future careers. The teachers used various information sources, such as past teaching materials, interpersonal communication, research, and libraries, to search for teaching resources. They also actively employed online resources and artificial intelligence to locate teaching materials. The types of information sources frequently used by the teachers included books and lesson briefings, and they often applied images and multimedia materials to assist with teaching. When selecting data, the teachers verified their accuracy and novelty, and videos with clear and concise contents were chosen as teaching materials. The teachers upload teaching materials to digital platforms, allowing students to engage in self-directed learning. Practical assessments, worksheets, and tests were employed to understand students’ learning outcomes, and teaching methods were adjusted according to student feedback."
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