Ever since the implementation of the Grade 1-9 Curriculum in 2001 and the promotion of integrating information into teaching subjects, the most common teaching method is through the use of a slide projector with the use of slides. However the continued development of Information Communications Technology (ICT), and the application methods of technological application in “teaching” and “learning,” means that newer models are constantly being developed.

From the 66 cases of teaching plans collected in the “National primary and high school information-integration educational design activity of 2010” contest run by the Institute for Information Industry, it has been discovered that there has been a higher rate and frequency of ICT use by teachers. In addition, there seems to be rich and diverse mix-and-match combinations of educational strategy, teaching resources and subject combinations. As such, this article will discuss the current status of science and technology teaching and recommend improvements based on indispensible areas of teaching: facilities and tools, teaching resources, teaching strategies, and subject areas.

1. Facilities and Tools:
The equipment usage statistics reveal that the utilization of electronic whiteboards and slide projectors is about the same, while overhead projectors, interactive response systems (IRS), and collaborative learning computer applications are also commonly-seen applications of technology in teaching.
(1) Electronic whiteboard: the most common interactive teaching method using this tool is one in which students use the resources at the front of class and involves a question and answer mechanism. It is also used to promote student’s interests via use in competitive activities and provides opportunities for practice. However, whether it is interactive teaching or competitive activities, it is still mostly a single-person interaction and if the class atmosphere has not been set-up appropriately, then it is easy for students to lose their sense of participation. Thus design of teaching activities using this resource can be directed towards multiple interactions, for example, asking another student from the audience to explain or provide feedback for a question that a student has answered incorrectly on the stage.

(2) Overhead projector: the most common application of an overhead projector is for guided learning or to display a student’s work. As overhead projectors usually have recording functions, it is recommended that teachers record the process of teaching or the student’s work display for after-class reflection and supplementary teaching reference purposes. Looking at this from the perspective of requirement, an overhead projector should have a practical application in natural sciences for detailed observations of physical objects, however, the data collected this time showed that it was not used for this purpose; hence it is recommended that it be used more in this manner.

(3) IRS: out of all subjects, IRS is used most commonly in mathematics. Through the use of facilities, teachers can immediately comment on learning behavior and the students’ feedback can be used as the basis for curriculum adjustments. However, under the restrictions of the current features of IRS, the current assessment of questions is limited to multiple choice questions. In a subject such as mathematics, the student’s hands-on calculation ability is very important and assessment of a student’s calculation abilities based on just multiple choice questions is very difficult. Therefore, a change in IRS usage patterns is suggested. For example: by using the IRS as a tool for measuring speed where the students calculate the answer and then compete for the fastest speed and the IRS is used to reflect the speed of the response. When the teacher designs the questions, they should be designed to promote the students’ consideration and thought processes.

(4) Collaborative learning computer applications: from the teaching plans we can see that students are developing teamwork and the soft skill of self-expression through the use of notebooks, AIO and tablet PCs matched with a cooperative learning model, while their information searching skills and screening capabilities are being trained in a process of knowledge construction through the making of internet inquiries. In a setting where a small group uses one computer, it is not uncommon for one student to take complete control of the computer, thus alienating other students with lower achievement levels. Hence teachers need to bring order to the class and control the atmosphere during these group activities while allowing all students to participate by rotating the students in their roles. Furthermore, students can easily be distracted during their turn to operate the computer and may not focus on the learning topics. In these situations, the teacher needs to provide timely guidance and intervention. For example: when a student is required to search for the best solution regarding a topic, the teacher can focus their inquiry by providing a limited scope for the student to search within; and when the topic requires the student to demonstrate their creativity and has no best solution, the teacher can stimulate student input by making it a competition.

2. Teaching Resources:
The most commonly seen resources can be grouped into: (1) the teacher’s self-written teaching materials, (2) application of internet resources, and (3) published resources. Of these, the most frequently used source is the application of internet resources and can be seen in almost every teaching plan submitted. When the content of the teaching resource causes security considerations or when it is not easily obtained, internet resources can be used to present these in a different way. There are also differences in resource application between different subjects: the teaching plans show us that virtual teaching aids are commonly used resources in mathematics as it can easily provide a representation of the abstract mathematical concepts; whereas films are commonly used resources for subjects within the areas of social sciences, arts, or humanities.

3. Teaching Strategies:
The teaching plans show us that there is no absolute order in arranging teaching activities and can be adjusted flexibly by the teacher according to the topics and the student’s reactions. The role of teachers is also changing from that of a lecturer on a stage, to that of a counselor who guides students from the sidelines. When the students take the initiative for their studies, it is only natural for them to develop many creative ways of learning.

4. Subject Areas:
Current forms of teaching are not limited to any one subject area. Most teaching plans combine different subjects under a progressively advancing curriculum and offer students hands-on implementation so they can create products for summative evaluation of their class work. This method also lets the students demonstrate their achievements so as to increase their sense of satisfaction and to continue their interest in learning. In the teaching plans, the most common resource application is for the matchups of languages, arts, humanities and information education. Under this model, teachers first teach knowledge regarding the language, (for example, idioms and English poems) and then train students’ reading and verbal abilities, before creating hand-written copies and voice recordings, and finally electronic picture books or E-books. Through this arrangement, the students’ academic ability and soft skills are able to be exhibited more effectively. 

The above is the summary of the current situation from the teaching plan contest without making extensions for inference. There are expectations that under the assistance of ICT technology, teaching methods can first assess the student’s abilities prior to learning and then provide remedial learning to achieve an equal level of abilities before class begins. This can then effectively enhance the effectiveness of teaching during class. Students can then undergo personalized learning afterschool through ICT to increase the continuity of learning and achieve a state of excellent learning.