Successful K-12 Technology Planning: Ten Essential Elements. ERIC Digest.

3. GATHER DATA資料蒐集

You must understand where you are in order to plan for the future, so gather as much data as possible about your present use:

資料蒐集前，必須先了解資料蒐集的目的並有計畫地進行:

* Conduct an inventory to determine what equipment and software you presently have and where it is located (labs, classrooms, library/media centers, and so on).

建立設備與工具清單，並列出其所在地。

* Determine the present level of use in your classrooms. There are multiple ways to collect this information. One is to survey staff and student use by asking about both their skill levels and how teachers and students are using the technology. Develop your own survey or adapt one developed by another district. There are also several online assessments including, enGauge, available at http://www.ncrel.org/engauge/. The enGauge framework identifies six essential conditions critical to the effective use of technology for student learning. Another resource is the Learning with Technology Profile Tool, available at http://www.ncrtec.org/capacity/profile/profile.htm. This computer program presents indicators of engaged learning and indicators of technology. For each indicator there are three choices that educators can compare to their own practice. When finished, educators can view the results in a graphical format to help identify their strengths and weaknesses.

定義教育所需的項目。

資訊蒐集方式有許多種。其中一種是調查成員與學生科技程度與科技使用方式。可以發展自己的調查表或是適用別地區的。也有許多線上成就測驗包含enGauge, http://www.ncrel.org/engauge/.這套架構指出六項對於科技提升學生學習效能提升的重要指標。另一個網站是Learning with Technology Profile Tool，網址:http://www.ncrtec.org/capacity/profile/profile.htm。這個程式呈現參與學習的指標與科技指標。每一項指標有三個選項，讓使用者可以依照實務情況進行比較。當完成後，教師可以從圖表判定結果的強弱。

* Gauge the progress your school is making to improve student achievement. The Annenberg Foundation http://www.annenberginstitute.org/accountability/toolbox/) has gathered together a set of Tools for Accountability to help. Each drawer within the Toolbox offers descriptions, examples, and specific in-school experiences to guide the many members of a school's community.

評估學校的目的在於提升學生學習成就。The Annenberg Foundation http://www.annenberginstitute.org/accountability/toolbox/。已經蒐集了一套績效工具，工具盒裡每個抽屜提供了描述，範例，與確切的在校經驗來引導校內眾多的成員。

* Conduct site visits. It may be desirable to visit schools that demonstrate compelling reasons for using technology. This is particularly important if your school uses computers mainly for word processing and drill and practice. If your planning team has never seen student use of multimedia, digital video, or student web pages, it will be difficult for them to envision these uses. Visits can help to open one's mind to the possibilities.

瀏覽網站。

參觀科技化學校是令人興奮的。對於那些校內電腦使用僅用於文字處理與練習。如果你的計劃團隊從未看過學生使用多媒體，數位光碟，或是學生網頁，學生會很難想像科技的應用方法。瀏覽網站啟發眾人的科技思路。

4. REVIEW THE RESEARCH 回顧研究

Knowing what the research says about the use of technology is important to guide your technology planning efforts. Research has found that some technology use impacts student learning while others make no difference (Dwyer 1994; Butzin 2001). The research on technology's effectiveness is divided into two areas: (1) learning with computers, using computers as tutors (most often drill and practice) and (2) learning from computers, which is when the student uses the computer as a tool in the learning process for communication, collaboration, research, or publishing.

瀏覽文獻研究對於科技使用計畫是一項重要指標。研究已經發現某些科技可以協助學生學習，有些科技則沒有影響(Dwyer 1994; Butzin 2001)。科技效能的研究可以區分為下列兩個區塊: (1)電腦輔助學習，即為把電腦當作個人助教(2)從電腦學習，當學生把電腦當作學習工具，用來溝通、合作、研究與出版。

A summary of the research (Kulik 1994; Butzin 2001; Mann 1999) for both types of use finds that technology can impact student learning when the following conditions are evident:

對兩種科技使用方法的研究概述，發現科技可以影響學生學校，下列為證明:

* Students have easy access to the technology.

學生能容易接觸到科技

* Technology is in the classroom, where it can make a greater impact then when it is in labs.

讓科技充滿教室，可以比將科技封鎖在圖書館內來的有用。

* Ongoing teacher training is provided.

提供在職教師科技訓練

* Reform of teaching practices is evident, with a balance between traditional instruction, characterized by teacher lecture, and that of construction, characterized by the teacher serving as a guide and facilitator.

教師科技使用之改革是顯著的，平衡傳統教學法，以教師講述為特色；建構式教法教師的腳色為教學指導與促進者。

* The software is well matched with the teacher's assessment of student needs and the objectives of instruction.

這套軟體是將學生需求、教師成就與教學目標完整結合。

應該蒐集何種資料?

WHAT TYPES OF DATA SHOULD BE COLLECTED?

應該蒐集何種資料?

Data are endemic in educational settings. As Richard Wallace (1996) reports, "School districts usually gather much more data than they can effectively use." The challenge is to analyze the information and use it wisely. Many believe the logical starting point is to make better use of existing or archival data (Wallace, Emily Calhoun 1994, McLean). These data include statistics on attendance, grades, referrals, retentions, and standardized-test results. When compiled and reported on a regular basis, archival data provide a baseline of school operations and can be used to make comparisons among similar schools.

資料屬於地方教育的背景。Richard Wallace(1996)報告指出:學校領導者通常蒐集超過自己能有效處理的資料。資料的分析與使用是最大挑戰。許多人相信邏輯性的思考更有利於既存的或檔案資料的使用。資料包含出席統計、學生成績、參考資料與標準化測驗結果。當資料經過整理與結合後，資料就能提供校際間比較的準則。

With minimal effort, these data can often be disaggregated or broken down. Often done by grade, gender, race, or socioeconomic background, disaggregation can reveal previously unrecognized patterns that, in turn, may suggest areas in need of improvement.

這些資料常常容易被崩解或被破壞。通常因為成績、性別、種族或是社經地位，資料的崩解可以視為部份學校釋出的求救訊號。

With varying degrees of effort, other classes of data can be collected. Examples include survey results, interviews, numbers of books read, and other information on student achievement. These data typically require development of a means to collect and analyze the information (Calhoun). Data that may be more difficult to collect and interpret objectively include evaluations of student work, such as portfolios and exhibitions.

透過不同程度的努力，得以收集不同種類的資料。包含了調查結果、面談、閱讀書籍與其他學生成就的資訊。Calhoun指出，這些資料需要發展出一套分析與蒐集的系統。然而，資料很難客觀的詮釋，例如學生的檔案評量與成果展覽。

HOW CAN DATA BE USED EFFECTIVELY? 如何有效的運用資料?

HOW CAN DATA BE USED EFFECTIVELY? 如何有效的運用資料?

In any organization, those who possess information typically exercise a degree of power or control over those who don't. How information is to be used will affect how data-collection initiatives are perceived and then implemented.
無論在任何組織中，擁有資訊就等同於擁有權力，亦可凌駕於競爭者之上。資料運用的方式將會影響資料蒐集的行動。

Data can be used to judge people's performance and take punitive action against underachievers, or it can be used to diagnose problems and determine the efficacy of solutions.
資料可以被用來判斷人的表現並對不良行為給予逞罰，也可以用來診斷問題或是判定解決方案的成效。

Principals' "willingness to provide opportunities for information acquisition...may be tempered by their competitive notions of power which only impede the empowerment of teachers" (Peggy Kirby and Ira Bogotch 1989).
校長願意提供資訊取得的機會可促進教師增能的想法。

The concept of continuous improvement should be stressed. "Each data-collection cycle and its results should not be thought of as an activity with a grade...it should be thought of as information on the progress being made toward attaining the collective goal and to assist all members of the organization as they make decisions for current and future action," states Calhoun.
Calhoun強調持續提升的概念，每一次的資料蒐集過程與蒐集結果不該僅視為打成績的行為，而是達成組織共同目標的方法，亦有助於組織成員在當下與未來進行合理決策。

Choosing a specific area of focus is also crucial. Through consultation with other staff members, whether formally or informally, the researcher needs to select a well-defined set of objectives. The data-collection cycle and subsequent action steps should be designed to address these needs. When goals of the improvement effort are clearly defined, teachers, staff, and the community will be more likely to understand and support the initiative.
選擇特定議題來聚焦也是十分重要。經由對其他成員的正式或非正式的諮商，研究者必須選擇一組清楚定義的目標。資料蒐集循環與接下來採取的行動應該配合這些需求。當提升的目標清楚定義後，教師成員與社區將更有可能理解與支持這項行動。

校長遴選制度改革

The minister has recently tried to play down concerns that the executive's reforms to the school boards system could weaken the role of parents.
教育部長最近試著降低學校董事會內部的行政改革可能會減少家長角色重要性的相關問題。

The Scottish Schools (Parental InvolvemeEnt) Bill, currently proceeding through parliament, will allow 'parent councils' to be set up with a wider focus than the current remit of school boards.
最近國會通過的蘇格蘭學校法案，將使得家長協調會能比學校董事會以更整全的角度監督學校。

校長短缺的蜃景-漸入佳境

'Getting better'-漸入佳境

But the Department for Education and Skills said the vacancy rate for heads had fallen for three years running and was now lower than at any time since 1997.

然而，教育部說:三年來校長的缺額已經是比1997來任何一個時點來的少。

"There are currently 160 vacancies nationally compared to 227 in 1999," a spokesperson said.

發言人表示:與1999年全國的227個校長職缺比起來，現今只剩160個校長職缺。

"There are over 20,000 more teachers in post than in 1997 - the highest since 1984.Salaries for head teachers were at "a record high".

比1997年多出兩萬名校長在工作岡位上，是自1984年來的新高。而校長的薪水也創下歷史新高。

"We will continue with our radical reforms of the workforce, cutting the workload on heads, ensuring they have the support they need and giving them guaranteeed 'leadership time' to ensure they can focus on raising standards."

我們會持續進行對校長工作能力的激烈改革，減輕校長的工作負擔，確保他們獲得應有的支持，並給予他們領導的時間以符合高領導標準的要求。

全國校長指標

確保績效責任

校長心中都會有既定價值，對於全校負全責。為了實踐這個責任，校長必須對學生、家長、教職員、社區居民與政府官員負責，為了確保學生接受高品質的教育。

校長在法律義務上必須確保學校的功能健全運作與提升其績效。

知識層面

1. 知悉教育法令，確保學校合法運作

2. 公關政策與績效責任架構，包含自我評鑑與設立多個代辦處

3. 促進社會進步與有助於均等的社會的建構

4. 證據的適用性，用來支持監督評鑑與提升學校生活，和提升學生表現

5. 建構品質保證機構的規則與執行，包含學校評鑑與整體表現管理

6. 利害關係人與社區的參與程度，並共同為學校的聲譽與表現負責

專業品質的建構:

1. 學校自我評鑑的建構與執行

2. 學校兼重效能與效率，讓學生能學術研究、道德概念、社會文化、情緒控管多方面發展

3. 從個人到學校全體皆需為學生學習成就結果負責

能夠達成:

1. 呈現政治性的洞察力與預測趨勢

2. 讓學校社群參與系統化與嚴格的學校自評

3. 蒐集並分析資料來判定學校的強弱項目

4. 結合內外部評鑑以整全觀點

強化社區脈絡

學校存在於一個獨特的社區脈絡中，而社區對於學校內部運作會有直接影響。校長應該與他校合作以促進專業分享，並可以確保自身學校的權利。學校間應該在經營策略上與家長和社區合作以增進學生的福祉。校長將權力分散給各個利害關係團體，同時也需注意社區發展與學校發展是相輔相成的。

知識層面

1. 掌握學校與社區關係的當前議題與未來趨勢

2. 豐富且多樣的社區資源，包含軟硬體與人力資源

3. 社區所能提供給學生的環境教育與機會

4. 尋找學校與社區或企業合作的學習典範

5. 運用策略促進家長支持孩子的學習

6. 瞭解社區內他校的特色與客觀條件

專業品質建構於

1. 高效能的行政團隊與家長會

2. 融入社區與家長勢力，形塑共同願景

3. 與他校建立策略聯盟

能夠達到:

1. 考量學校社區的多元性

2. 與社區建立對話，共享價值、信念與責任。

3. 對社區傾聽、反應與回饋

4. 與家長、社區建立伙伴關係，共同促進學生的學業成就