本研究旨在了解新北市國民小學校長科技領導、教師科技素養與創新教學之現況，並分析不同背景變項下校長科技領導、教師科技素養與創新教學的差異情形，進而探討此三者之間之結構關係，以了解校長科技領導、教師科技素養對創新教學之影響性。 本研究採用問卷調查法，抽取新北市公立國民小學51所，共638位教師進行問卷調查，回收有效問卷共631份。問卷資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析與結構方程模式（SEM）進行統計與分析。 本研究獲得之結論如下： 一、新北市國民小學校長科技領導、教師科技素養與創新教學現況良好。 二、中小型規模、地處偏遠與歷史較久之學校教師，知覺校長科技領導的程度較高。 三、兼任行政職務與學歷較高之男性教師科技素養程度較高。 四、學校歷史較久之教師科技素養程度較高。 五、教師兼主任、學歷較高與年資較深之男性教師創新教學程度較高。 六、學校歷史較久之中型學校教師創新教學程度較高。 七、國民小學校長科技領導對教師科技素養與創新教學均有正向的影響。 最後，依據研究結論提出建議，俾供教育行政機關、國民小學校長以及未來研究做為參考。 / The purpose of this study is to understand the current conditions of New Taipei City elementary school principals’ technology leadership, teachers’ technology literacy, and innovative instruction, and further analyze the differences in principals’ technology leadership, teachers’ technology literacy, and innovative instruction under different background variables. Moreover, it attempts to explore the structural relationships among these three issues, and understand the influence of principals’ technology leadership and teachers’ technology literacy on innovative instruction. This study conducted a questionnaire survey on 638 teachers from 51 public elementary schools in New Taipei City, and retrieved 631 valid questionnaires. The data were analyzed using descriptive statistics, independent sample t-test, one-way ANOVA, and structural equation model (SEM). The conclusions of this study are as follows: 1.The current conditions for New Taipei City elementary school principals’ technology leadership, teachers’ technology literacy, and innovative instruction are good. 2.Teachers at mid-sized and small elementary schools in remote areas with longer histories perceive principals’ technology leadership to a greater extent. 3.Male teachers who also have administrative responsibilities and have higher education that have higher technology literacy. 4.Teachers in schools with longer histories have higher technology literacy. 5.Male teachers who are also directors, with higher education and more teaching experience have higher innovative instruction. 6.Teachers at mid-sized schools with longer histories have higher innovative instruction. 7.Elementary school principals’ technology leadership has a positive influence on teachers’ technology literacy, and innovative instruction. Finally, suggestions are proposed based on the research conclusions, in order to serve as a reference for education administration, elementary school principals, and future research.

Lecture methods in higher education continue to be the most often used form of lesson delivery, although they seem to be less effective in promoting adult students' learning and engagement. Many higher education instructors have incorporated inverted classroom (IC) methods to increase student engagement and learning. The purpose of this qualitative interview study was to gain an understanding of college instructors' decision-making processes and experiences transitioning from lecture-based instruction to IC and the factors attributed to that transition. Knowles's andragogy theory, Kolb's experiential learning theory, and Rogers's diffusion of innovations provided the conceptual framework for the study. Eight college-level instructors from the Flipped Learning Community were interviewed twice to collect data, which were analyzed using first and second cycle coding. Themes included student focus, support, change agent, and need to dialogue. Results may provide administrators with information to promote instructors' transition from lecture-based methods to IC. Results also indicated that IC was an effective social change strategy for boosting student retention, student engagement, and instructor satisfaction.