本文敘明本人對於運用教學科技與媒體所作的一些思考，文分為七節。第一節前言，說明本文寫作的緣由。第二節指出，設計、製作與運用教學科技，應把教育或教學效果的目的放在最重要的地位，隨時注意。第三節說明，任何創新的教學科技，若能與一般教師所發展出來的實用教學方式不相悖離，就較易受教師歡迎而在學校持續活存。第四及第五節，分別以二十世紀美國中小學課改的二項史實說明上述立論。第六節，分析此二項課改成敗與所運用的教學科技之間的關係，以申明教學科技應能以教師方便取用為重要考慮事項。最後，第七節，則以運用新科技與媒體的六項迷思作為結語。結語中指陳，教師才是成功運用教學科技與媒體的關鍵，而這正是全篇的要旨所在。
This paper delineates some of my thoughts on the utilization of instructional technology and media. In addition to the first and last sections for introduction and concluding remarks, the other five sections point out that the practical pedagogy most teachers develop is one of the most important factors for the successful utilization of instructional technology and media. Harold Rugg's development of a set of problem-based textbooks for junior high social studies was used as a successful example, while Bruner's Man: A course of study (MACOS) unsuccessful. As Bruner's MACOS, which including one hundred forty some pieces of various teaching aids, fail to be compatible with teachers' competence and classroom environment, Rugg's textbooks fit well to the teaching situations. The paper suggests that instructional technology and media specialists should keep this factor in mind when they design and produce any innovations for the purpose of instructional improvement.
