偏遠地區技術型高中數位學習精進方案之個案研究：Van Meter and Van Horn政策實施模式視角

A Case Study on the Implementation of the Digital Learning Enhancement Program in Remote Technical Senior High Schools: From the Perspective of the Van Meter and Van Horn Model

本研究旨在探討花蓮縣偏遠地區原住民重點學校東大附工參與《推動中小學數位學習精進方案》之實施歷程。以半結構式訪談作為主要資料蒐集方法，訪談對象包括校長、組長、教師及學生等六人，研究結論如下：一、實施現況已達成「生生有平板」，願景在於縮減差距與促進自主學習。雖有行政支持且跨學科應用，但仍處於「硬體先行、軟體深耕」萌芽期，尚未完全實現數位轉型典範。二、政策模式具「高支持、高壓力」特徵。因方案強調量化指標致執行斷裂，受限於人才缺口、高流動率及家庭因素，使數位經驗難傳承。三、執行者意願與能力是核心引擎，影響力高於資源配置，績效評估已轉向關注教師專業發展，但量化指標與緒多結構限制是轉化質性績效考核之瓶頸。

This study aims to explore the implementation process of the“Digital Learning Enhancement Program for Elementary and Secondary Schools”at Dongda Affiliated Industrial Vocational Senior High School, an Indigenous-focused school located in a remote area of Hualien County. Utilizing semi-structured interviews as the primary data collection method, the study interviewed six participants, including the principal, group leader, teachers, and student. The research conclusions are as follows: 1. Current Implementation Status The goal of“A Tablet for Every Student”has been achieved, with the vision being on bridging the digital divide and promoting autonomous learning. Despite administrative support and interdisciplinary applications, the program remains in the“hardware-first, software-deepening”embryonic stage, and a full paradigm shift toward digital transformation has yet to be realized. 2. Policy Implementation Patterns The policy model is characterized by“high sup-port and high pressure.”Disjunctions in execution occur due to administrative quantitative indicators. Furthermore, the inheritance of digital experience is hindered by talent shortages, high faculty turnover rates, and complex family-related factors. 3. Core Drivers and Constraints The willingness and capability of practitioners serve as the core engine of the program, exerting a greater influence than resource allocation. While performance evaluation has shifted toward prioritizing teacher profes¬sional development, quantitative assessments and structural limitations remain the primary bottlenecks preventing qualitative change.