隨著資訊科技的進步，無線科技與行動學習裝置是近來資訊科技在教育上應用的主要趨勢。本研究介紹一種新的教室環境設計，稱為無線教室(Wireless Technology Enhanced Classroom, WiTEC)，係整合無線區域網路、行動學習裝置(Mobile Learning Device, MLD)與客戶－伺服架構來支援教學與學習。每一位無線教室中的學生使用一個行動學習裝置來參與各項學習活動，這也就是本研究所稱的一對一數位學習(1:1 educational computing)。此外，本研究亦提出一個三階層式學習活動架構，包括學習功能(learning function)、學習片段(learning episode)與學習流程(learning flow)做為基礎，設計一個整合系統以支援無線教室內多種學習活動，此整合系統包含一個教學支援子系統、一個學習支援子系統與一個由學習功能支援的互動機制。一位教師可使用此系統在課前設計新的學習流程、在課堂上應用所設計的學習流程，並在課後審閱學生的學習歷程。 本研究的評估對象為三個台北市國小班級，內容包括三部份，分別是教師的面談、學生的問卷調查與系統紀錄的分析，以驗證所設計整合系統的可用性與適用性。系統紀錄的分析結果顯示，此系統可有效支援在無線教室內進行互動與小組合作學習；學生的問卷調查結果顯示出，學生對於使用行動學習輔具與此系統在學習上的興趣極高；參與的教師則表示應用三階層式學習活動架構的系統減輕教學與學習活動在課前準備、課堂實施與課後審閱的繁瑣與不便。 With advances in information technology, wireless communication and mobile devices most recently applied to education. This study introduces an environment design called wireless technology enhanced classroom (WiTEC) that integrates wireless local area network, mobile learning devices (MLDs) and client-server architecture to support instruction and learning activities. Every student in the WiTEC has a MLD to participate learning activities. That’s what this study called 1:1 educational computing. Furthermore, this study presents a framework that involves three learning activity levels, namely learning function, learning episode, and learning flow, as a basis on which to design an integrated system that supports various types of learning activities in WiTEC. The integrated system comprises an instruction-supporting subsystem, a learning-supporting subsystem and an interaction mechanism supported by learning function. A teacher can use this system to generate new learning flows before class, to implement them during class and to review learning portfolios after class. Evaluations of the use of the integrated system in WiTEC, including interviewed with teachers, questionnaire investigation to students and system logs analysis, were conducted in three elementary classes to investigate the usability and feasibility of the proposed system. The analysis of system logs presented that the system could effectively support the implementation of collaborative learning in WiTEC. The students showed high interest about using the mobile learning device and the system in learning. Furthermore, the participating teachers indicated that the use of three learning activity levels eases the burden of preparing, implementing and reviewing instruction and learning activities.
