This study aims to discuss the teaching portfolio and learning efficacy gained after integrating K12 digital school information into the biology lessons of junior high school. The research method is to divide students into two groups: two classes of 7th grade junior high students are the experimental group, which receive K12 integrated teaching; and three classes of 7th grade junior high students are the control group, which receive traditional teaching. The experimental course is ¡§human digestion and circulation system,¡¨ consisting of 19 units, lasting for 6 weeks. During the experimental process, the researcher collected diverse types of evaluation information, including observations, peer reviews, student works, learning slips, review questions, and surveys, in order to give research findings greater objectivity and accuracy. Results suggest that, in terms of learning efficacy, the overall learning efficacy of the experimental group is better than that of the control group. Among all, there is a significant difference between students having moderate and low scores. Regarding learning attitudes, there is no significant difference between the experimental group and the control group. However, many students hold positive attitudes towards K12 regarding homework, unit assessment, and learning slips. Regarding teaching applications, upon first use of K12 support teaching, there were difficulties experienced in installing the digital teaching materials. However, as they become more accustomed to the use of K12, they could easily implement the ideals of diversified evaluation. In sum, the K12 digital school is a helpful auxiliary tool for teaching.

In the new era of information technology, teachers will have to keep learning in order to offer students with proper directions. However; the traditional teacher professional training modes still have a lot of problems, so the teachers¡¦ aspiration in pursuing further professional development is not high. Teacher¡¦s training through the Internet using digital school therefore becomes one of the possible solutions to solve this problem. The management model of digital school is different than the traditional physical school; it will be difficult to run the school continuously if key factors are not operated and managed well. The Kaohsiung city K12 digital school is founded in 2001 by Prof. Nian-Shing Chen. It has already opening teachers¡¦ training courses for 10 semesters, and its excellent achievement has obtained an honor of wining the third place for the competition held by the Executive Yuan in Taiwan in 2002. It certainly exhibited its excellent model in implementation and operation. Therefore; exploring the critical success factors of K12 digital school will be able to advance its strengths to the digital school operators, for helping them to operate the digital school continuously and extend to the other cities and counties around Taiwan. All the teachers from the elementary and secondary schools will be able to have a more innovated and convenient digital learning environment. This study adopted Analytic Hierarchy Process for the research of critical success factors for K12 digital school, and the result showed that course content is the critical success factor. The most important elements are encouraging interactive course design, and the requirements of the course content that fits the students. We hereby recommend the operators of K12 digital schools to acquire the requirements of the teachers in advance before planning the courses, and offering the courses that will be useful for them. While designing the courses, the schools also need to consider enhancing the interactive and corporative learning activities. We also suggest the K12 digital schools to gain the supports of principles and government administrative chiefs. The positive reward system will be one of the attractions to encourage teachers to attend the training courses in K12 digital schools. The selection of the courses and the training of the teaching team are also the key factors to the success of running K12 digital schools.