數位素養課程的認知、實施現況與期待：國小教師之觀點

Perceptions, Implementation Status, and Expectations of Digital Literacy Curriculum: Perspectives from Elementary School Teachers

本研究探討國小教師對數位素養課程的認知、實施現況與期待。研究者透過半結構式訪談八位國小教師，包括四位擔任A3數位素養講師之專家教師、四位一般教師，進行訪談內容編碼分析，輔以研究同儕討論、受訪者之課堂觀察與非正式工作坊討論進行三角驗證。結果顯示：一、教師普遍理解數位素養概念，專家教師對數位公民和倫理有更深入的認識；二、教師認為「數位安全、法規與倫理」最重要，專家教師強調面向的整體性；三、數位素養課程應朝向跨領域思考；四、教師期待親師生合作，發展更具情境性和互動性的教材。本研究為數位素養課程提出建議：提升數位公民概念認知、鼓勵跨領域學科協作、開發符合需求的資源、建立教師專業發展支持體系，提供後續研究、數位素養課程及教師專業培訓參考。

This study examines elementary teachers’ perceptions, implementation, and expectations of digital literacy curricula through interviews with eight teachers, including four expert teachers who serve as A3 digital literacy instructors and four regular teachers. A coding process was applied to the interview transcripts, supplementing interview data with triangulation through peer reviews, classroom observations, and informal discussions with interviewees during training workshops. Findings show that: 1. Teachers understand the basic concepts of digital literacy, with experts placing greater emphasis on digital citizenship; 2. Teachers consider “safety, regulations, and ethics” to be crucial, while experts emphasize the importance of a holistic implementation of all concepts; 3. The design of digital literacy courses should focus on interdisciplinary thinking; 4. Teachers expect collaboration among parents, teachers, and students to develop more contextual and interactive teaching materials. Recommendations include enhancing awareness of digital citizenship, encouraging interdisciplinary collaboration, developing resources, and establishing professional development support. This research is expected to contribute to the development of digital literacy curricula and the improvement of teacher training practices.