中學導師行動績效支援系統

Abstract

本研究以系統化的開發流程，發展以行動科技為環境的中學導師績效支援系統（Mobile Performance Support System, MPSS）。首先，透過文獻分析，瞭解中學導師的工作現況及其所面臨的問題，並利用Dick 和Carry（1990）所提出的「系統化教學設計（Instructional Sytem Design）」輔以「快速雛型法（rapid prototyping）」作為此系統的開發模式，以訪談法、焦點團體法確認個案學校導師的需求，規劃「學生資料」、「學生表現」、「教師行事曆」與「同步更新」之功能，並採用「績效中心設計」、「鷹架理論」與「資料導向決策概念」作為系統設計的理念，導師可藉由此系統存取學生成績與常規資料，系統能根據所存取的資料主動給予回饋（feedback），提供建議或分析結果，協助導師們解決問題的策略，以及提供工作指導（job advice）。如此，可節省導師尋求支援的時間與精力，增加其專注於工作的時間，因而增進工作的績效深度（performance depth）與作業的質與量。 依此流程發展出的MPSS雛型系統，歷經四位專家的捷思評估及八位使用者的問卷調查之形成性評估；整體而言，專家與使用者對於系統的可用性給予正向評價，認為此系統能與導師工作緊密結合，能提高工作的績效。此外專家與使用者皆建議系統介面應提供中學導師更多明確的指引與提示，並使系統與導師慣用的軟體和作業系統連結，以增加導師們使用的動機。本研究期待此系統雛型，未來能夠實際應用於中學導師的工作現場，有效提昇中學導師的績效。

The purpose of this study is to design and develop a mobile performance support system (MPSS) for junior high school teachers. First, this study reviewed relevant literature on educational policy, performance problems of teachers, the electronic performance support system (EPSS), and mobile technology applicable in school settings. Next, the study adopted instructional strategies and models to guide its system design, including Dick and Carey’s Instructional System Design model, a rapid prototyping model, scaffolding theories, a data-driven decision-making process, and a performance-center design. In accordance with teachers’ needs and results of front-end analyses, the study used handhelds as a major working platform and proposed four sub-systems: (1) students’ profiles, (2) students’ academic performance, including attendance, (3) teacher’s schedule, and (4) synchronization of handhelds’ function with PCs’ function. Teachers can use this MPSS to collect and organize student data (i.e., attendance or grades categorized by subjects), and the MPSS can generate summary reports based on the collected data. The MPSS also provides reminders and suggestions to teachers regarding their instructional practices.

In order to evaluate the usability and the effectiveness of the MPSS, four experts (content experts and instructional designers) and eight target users finished heuristic evaluation forms and user questionnaires. The feedback regarding MPSS usability was positive, and in this regard, the experts considered the system functions that can be integrated into teachers’ daily practices. Moreover, the instructional designers commented, in general, on the interface design and on implementation concerns and, in particular, on better navigation design, on compatibility with common desktop software, and on better strategies to promote teachers’ use of the MPSS. Last, this study discusses research limitations and presents suggestions for future studies.