The application of immersive virtual reality (IVR) in education is increasing because of its educational benefits. However, low-quality IVR educational materials present a challenge for teachers, and quality standards have not yet been established. This study used the fuzzy Delphi method and hierarchical analysis to develop a quality assurance framework for IVR materials; furthermore, 4 dimensions and 15 indicators for IVR educational materials were developed, and relative weights were applied to them. The results of this study demonstrated that “material content” was the most important determinant, with a weight of 37.5% The most important indicator was “content correctness”, accounting for 21.8% of all indicators. The indicators of IVR material quality in this study were different from those used in previous studies. The most important indicators in this study were related to immersion and interaction and included “the virtual environment is realistic,” “the image quality in the virtual environment can provide an immersive experience,” “the amount of information presented in the virtual environment is appropriate,” and “the learner can interact with the material.” The results of this study provide a crucial reference for those adopting, developing, or evaluating IVR materials, such as research and development teams and teachers.

　　This study explored secondary school information technology (IT) teachers’ use of instructional materials and the rationale behind their choice of materials. Furthermore, this study investigated how a digital textbook was defined by teachers and how they envisioned the development of digital instructional materials for IT education. The results obtained from interviews with nine teachers indicated the following: (1) the teachers’ use or nonuse of digital textbooks involved careful consideration; (2) the teachers leveraged online resources to make IT learning more relevant to the interests and life experiences of students; (3) the teachers redefined digital textbooks to reflect how online resources have been integrated into their teaching; and (4) the teachers looked forward to using digital materials that can provide students immersive learning experiences and autonomy. Suggestions are provided for the development of digital instructional materials, and teachers’ professional development.

　　In Taiwan, teachers commonly use curriculum packages predesigned by textbook publishers to respond to national curriculum reforms. How have their relations changed under the Curriculum Guidelines of Taiwan’s 12-Year Basic Education? Ethnographic data were collected through observation, field notes from attendance of school-based curriculum codesign meetings weekly, and interviews with teachers and textbook publishers’ representatives. Adopting ANT as a sensitizing framework, this study identified two assemblages: textbook–new curriculum guideline-serviceassemblage, and minimum teaching hour–colleague-curriculum codesign meetingassemblage. For the first assemblage, connections between actors turned weak. New curriculum guidelines translated textbook publishers to be unable to provide textbooks for new courses; therefore, they were unable to serve teachers. For the second assemblage, due to a minimum number of teaching hours to fulfill, teachers were enacted to develop new courses without the support of teaching materials from textbook publishers. Teachers were enrolled in SCCMs so that they could legitimately use curriculum packages and course materials codesigned in the SCCMs, thereby further solidifying teaching practices without the assistance of textbook publishers. This study revealed that a new curriculum enacted teachers collectively developing a teaching practice independent of textbook publishers.

　　This study explored how picture books describe the battlefield culture in Quemoy, Taiwan; the cultural authenticity of such books was examined. Six picture books related to the battlefield culture in Quemoy were subjected to qualitative content analysis to examine the pictures, texts, and their relationships. Each center spread was a unit of analysis, and 111 center spreads were analyzed in total. After data immersion, content-coding, and meaning interpretation, the following main results were obtained. First, the relevant picture books demonstrate the complicated relationships among residents of Quemoy island, Taiwan island, and China and provide insight into active and passive military defense activities in Quemoy during wartime. The pictures reveal multiple transformations in the battlefield culture of Quemoy after 1992, highlight family bonds and friendship, and illustrate battlefield stories related to Quemoy. Second, these picture books are culturally authentic. They narrate Quemoy’s battlefield culture with precise, reasonable, and representative descriptions. The stories describe the battlefield culture in Quemoy from multiple perspectives and reflect historical incidents, interpersonal relationships, and political issues. The results and implications were discussed in relation to the concepts of cultural authenticity in picture books.