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一對一數位學習觀念已逐漸被社會所接受，但對實際教學現場的影響仍十分有限；這是 因為將數位學習落實於教室，進而形成「數位學校」仍遭遇許多困難。研究團隊歷經十多年 發展，自 2009 年，以長期採納實踐的模式為主，探索並驗證學生、教師與家長投入數位學習 的意願與改變，逐步發展支援親師生的數位學習模式與平台，目標分別為：學生利用各式的 數位資源主動投入自主學習或同儕互動；教師發展與落實數位教學的能力與課程；家長善用 數位設備與資源來幫助學生。目前導入至數位學校已 6 年，發展全國第一所由家長為自己孩 子採購電腦的 BYOD 模式，並達成學生學科成就明顯提升、教師學與教的典範轉移與家長態 度從忐忑到信任等成果。後續將基於此成果與模式持續推廣與擴散。 Although the notion of one-to-one learning technology is a recent development, its impact on schools has thus far been limited. To develop a feasible model for digital schools based on one-to-one learning technology, the present study employed an adoption-based research methodology to investigate how students, teachers, and parents have engaged with digital learning platforms since 2009. Through the process of understanding their willingness to use digital learning platforms as well as reasons for changing for better learning and teaching, the researchers gradually developed digital learning models and corresponding platforms. The study objectives are described as follows: (1) to facilitate students’ active participation in self-directed learning and collaborative learning by using various digital resources; (2) to assist teachers in developing their capabilities for adopting digital teaching in classrooms; and (3) to assist parents in helping their children through appropriate use of digital devices. Based on these objectives, the present study established the first digital school in Taiwan using a bring-your-own-device model, where parents prepare personal tablet computers for their children. The results show that learning outcomes significantly improved among the students. In addition, the teachers transformed the paradigm of learning and teaching in classrooms, and the parents developed trust in digital learning. Based on these outcomes, the model designed in this study could be used in schools in the future.

頁次：1-11This paper discusses exploitation of information processing technologies to extend digital library applications to a new dimension. The discussion focuses on the following three information processing technologies.l. information extraction.2. deductive inference.3. data mining.The most significant applications are discovery and derivation of new information and knowledge. This paper discusses how these information processing technologies can be exploited to complement the capabilities of human beings in the digital library domain. The tasks that the developed information processing utilities perform are simple and tedious intelligent information processing. However, because a digital library contains a large quantity of contents, it is common that human beings can hardly carry out such tasks exhaustively. As a result, a great amount of information and knowledge may remain undiscovered without the assistance of assistance of such utilities. On the other hands, with the developed information processing utilities, human being are the released form performing tedious work and can spend more time with more philosophical activities to derive advanced knowledge.

In this article, technologies that have been widely adopted and used in the field of allied health education in recent years are identified and introduced. These technologies may be distinguished based on education content and approach into the following three categories: online-offline digital education, which uses massive open online courses, CD-ROM, and similar learning tools; mobile learning, which uses mobile phones, tablets, and other devices to connect to the Internet of things; and digital simulation education, which uses virtual reality, virtual patient simulation, serious gaming, and gamification. Preliminary positive findings regarding the effectiveness of using the above technologies have been reported in the literature. Therefore, to better understand the impact of new technology, it is recommended that relevant medical/nursing educators should continue introducing practical courses to evaluate their impact on learning. However, funding limitations and the declining birthrate / population aging are two key threats to education that remain to be effectively addressed and overcome. [ABSTRACT FROM AUTHOR]

In this article, technologies that have been widely adopted and used in the field of allied health education in recent years are identified and introduced. These technologies may be distinguished based on education content and approach into the following three categories: online-offline digital education, which uses massive open online courses, CD-ROM, and similar learning tools; mobile learning, which uses mobile phones, tablets, and other devices to connect to the Internet of things; and digital simulation education, which uses virtual reality, virtual patient simulation, serious gaming, and gamification. Preliminary positive findings regarding the effectiveness of using the above technologies have been reported in the literature. Therefore, to better understand the impact of new technology, it is recommended that relevant medical/nursing educators should continue introducing practical courses to evaluate their impact on learning. However, funding limitations and the declining birthrate / population aging are two key threats to education that remain to be effectively addressed and overcome.

Purpose: To compare the fatigue and fracture resistance of metal ceramic crowns (MCCs) with nickel-chromium and CAD/CAM-fabricated titanium copings., Methods: Twelve premolar MCCs were fabricated with cast nickel-chromium alloy (Ni group) and CAD/CAM-fabricated titanium (Ti group) copings, respectively. To minimize the differences among specimens, the geometric dimensions of the MCCs were tested with a laboratory scanner and digital measurement software and then adjusted. After cemented to identically milled titanium dies, each specimen was subjected to thermocycling (5-55℃, 5000 cycles) and cyclic loading (75000 cycles) test, followed by a static load-to-fracture test to measure the fracture loads(F). The fractures were characterized using stereomicroscope. SPSS13.0 software package was used for statistical analysis., Results: The mean fracture loads were (1645±356)N for Ni group and (1555±331)N for Ti group. No significant difference was observed (P=0.525). Most of the fractures were confined to the palatal third. The chief failure mode for all specimens from Ni group and most of the specimens from Ti groups was mixed failure. Adhesive failure was noted in 3 specimens from Ti group., Conclusions: The fracture resistance of MCCs with CAD/CAM-fabricated titanium copings is similar to that of MCCs with nickel-chromium copings.