Gespeichert in:
| Hauptverfasser: | , |
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2015
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=ED557595 |
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Inhaltsangabe:
- Trends and Issues in Technology Education Research in Taiwan: A Co-Word Analysis of 1994-2013 Graduate Theses Lee, Lung-Sheng Fang, Yu-Shen Foreign Countries Technology Education Information Technology Bibliometrics Masters Theses Doctoral Dissertations Electronic Libraries Electronic Learning Information Literacy Technological Literacy Teacher Education Information Retrieval Online Searching In Taiwan, the Technology Education for 1-12 graders is comprised of two courses--Living Technology (LT) and Information Technology (IT). With its ever-changing feature, Technology Education needs on-going research to support its decisions and actions. The education-related academic programs in universities regularly concern about the development of primary and secondary education. To identify the evolution directions and knowledge orientation of the research topics of theses and dissertations, from LT and IT education graduate programs, will be helpful for clarifying trends and issues in Technology Education of primary and secondary education. Hence, this study used co-word analysis of bibliometrics to analyze the theses and dissertations from all LT and IT education graduate programs in Taiwan and completed in the last decade (2004-2013 academic years). Totally, 884 LT and 992 IT summaries of theses and dissertations in the database--National Digital Library of Theses and Dissertations in Taiwan, served as the subject of this study. The results show: (1) The number of LT's and IT's theses and dissertations significantly declined; (2) LT's research topical focuses have moved to e-learning, while IT's focuses have changed from universal e-learning to game-based e-learning; (3) The connection between research sub-areas and theme in either LT or IT is not well-structured; and (4) The research topics completed are in lack of teacher education and technological/information literacy. The following are appended: (1) The keywords/nodes in Figure 2--Phases I (left) and II (right); and (2) The keywords/nodes in Figure 3--Phases I (left) and II (right).