The Design and Development of Network Literacy Curriculum for Taiwan High School Students
Chien Chou, Ph. D.
|Abstract:||本研究主要在設計與發展一套適合中學生（高中、高職）的網路素養課程，文中將網路素養定義為對電腦網路具有基本認識，除了會使用網路搜尋正確的資訊外，也具備有網路倫理的觀念，包括人際互動、網路禮節、法律常識、能分辨網路內容的好壞，以及認知到網路為人類社會帶來的影響等。並根據Dick & Carey（1996）所提出的「系統教學設計模式」做為設計課程的步驟。
The goal of this study is to design and develop a network literacy curriculum for Taiwan senior and vocational high school students. The concept of network literacy is defined by this study as “the understanding of the basic knowledge in using computer and network. People who are equipped with network literacy can use Internet to search useful information as well as have the idea of network ethics. Network ethics include the appropriate interaction with people on the Internet, network manners, Internet law, and the ability to differentiate the quality of the content on the Internet. In addition, understanding the impact that the Internet might have upon people’s lives is also included.” The curriculum of the presented study is designed based on Dick & Carey’s “Systematic Instructional Designing” model. In order to analyzing the needs, learning contents, activities which should be included in the network literacy curriculum, the researcher used multiple methods, including disseminating questionnaires to 244 high school teachers, conducting in-depth interviews with five representative teachers, analyzing the content of high school computer textbooks, and surveying 353 high school students on their existing knowledge of network literacy. The resulting curriculum of network literacy is divided into five units: 1. Internet friendship, 2. Network manners, 3. Internet law, 4. Internet information, and 5. Appropriate Internet usage and prevention of Internet addiction. This study designed a “Network Literacy Teaching Guide (NLTG)” which covers the teaching flow, lesson plan, learning resources, and references. This study also conducted a formative evaluation of the NLTG. Two high school classes were actually taught five units based on the NLTG. Students’ opinions about the curriculum content, homework and the learning experiences were collected and analyzed. The results showed that most students considered these units rich and well structured, and they felt they did learn some new and useful information. Some negative feedbacks, however, were also considered when revising the NLTG. In addition, four high school teachers who are experts in this subject matter were interviewed. Generally speaking, these teachers thought that the content of the NLTG is rich and the teaching strategies suggested are various and helpful, especially the role-play and discussion activities in the NLTG are expected to motivate students most.
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