在新课程改革背景下信息技术与学科课程整合的探索

在对中小学课程进行新一轮教学改革的背景下,本文以充足的教学实例,说明信息技术与单一学科和多门学科课程整合的可行性和巨大的潜力.     

Mentor skills in a new context: working with trainee teachers to develop the use of information and communications technology in their subject teaching

This article reports on the findings of a study looking at the role of the school‐based mentor in developing the competence of trainee teachers in relation to the use of information and communications technology (ICT) in the classroom. One key factor in determining the contribution of the mentor appears to be the level of confidence in his/her ability to use ICT, both personally and in the classroom, which in turn has an effect on both the nature and range of the support given to the trainee teacher. Questionnaire and interview data indicated that many mentors feel that their ICT expertise is often not as great as that of the trainee (and therefore feel less confident and/or willing to offer guidance in this area) and that they are unable to offer support to trainees in relation to contexts that involve the use of ICT in the classroom. The authors would suggest that traditional approaches to mentoring might need to be reviewed in the light of this and they would argue that there could be benefits from adopting more innovative ways of working whereby the trainee’s ICT knowledge and skills might be used to full effect when combined with the mentor’s understanding of classroom teaching and learning. Such a model has implications for the providers of initial teacher training and these are discussed.     

Using information and communications technology as a pedagogical tool: a survey of initial teacher education in Scotland

Abstract

In common with other parts of the United Kingdom, teacher education in Scotland is facing a period of rapidly changing demands with respect to the use of information and communications technology (ICT), together with high levels of investment, rising expectations, and increased scrutiny and accountability. In this article, we present an account of a national survey of the ICT skills and attitudes of students entering and exiting from the teacher education institutions in Scotland in the session 1996-97. The students are extremely positive in their attitudes, their enthusiasm for ICT use in education is high and their aspirations clear – they expect ICT to permeate their professional work now and in the future. Their experiences during their period of training fall considerably short of their expectations. We discuss the reasons for some of the difficulties and consider the challenges faced by tutors in initial teacher education courses who must now ‘model the message’ of a learner-centred approach to the education of their students.     

A comparison of the influence of government policy on information and communications technology for teacher training in England and Northern Ireland

Abstract

This article examines the introduction of national standards and guidelines for the use of information and communications technology (ICT) in initial teacher training in England and Northern Ireland. The context for the increased focus on ICT in teacher education is described for each part of the United Kingdom (UK). Comparisons are drawn between the two areas of the UK to show how schools and teacher training institutions have attempted to meet the standards within each political context by examining the positive features of three case teacher training courses, two in England and one in Northern Ireland. From this, inferences are drawn about the level of intervention by Government and whether greater government control has reduced or increased the integration of ICT into the cycle of teaching and learning.     

Value Conflicts in the Management of Innovation: supporting information technology innovation in initial teacher training in the United Kingdom

ABSTRACT

This paper is concerned with the process of innovation at both the institutional and personal‐professional levels. The focus is on the practical and moral dilemmas of managing innovation in the context of coercive policies imposed from outside. Innovation is defined as any activity or practice which involves human beings in changes to established routines. It is always embedded in a unique, multi‐level context. Qualitative methods are used to examine the case of five institutions in the UK working within a funded project to introduce more effective use of information technology in initial teacher education. The aim of the paper is to use the case to generate theories which, although they cannot be generalised to other contexts, can inform the thinking of those responsible for the management of innovation in other institutions.     

信息技术与课程整合环境下中学学科教学模式的构建

信息技术与课程整合环境下的教学应以学生的学为中心。协作式、任务驱动式、问题探究式、自主型网络化、专题式学习五种教学模式为中学学科教学与网络的结合提供了基本模式。     

游戏化教学在小学信息技术课堂教学中的应用

新课标侧重于对学生信息素养的培养和学生的学习能力的激发,游戏化教学顺应了新课标的这一要求,作为一种新型的教学方式它也备受广大师生的青睐,这种教学方式可以激发小学生的学习兴趣,培养学生的独立思考能力和对问题的探究能力。文章首先讲述了游戏化教学的必要性,其次讲述了游戏化教学的设计要求和基本的游戏设计,最后以具体的案例的形式展现了游戏化教学的优点和具体的教学效果。     

Using affordances and constraints to evaluate the use of information and communications technology in teaching and learning

Abstract

Evaluating the nature and extent of the influence of information and communications technology (ICT) on the quality of learning is highly problematic, owing to the number and complexity of interacting variables involved in settings for teaching and learning. Yet, for those responsible for allocating large sums of money to the development of ICT in education, it is important to identify, characterise, measure and model more precisely the features and processes through which technology impacts upon teaching and learning activities. This article offers a framework for analysing the effects of ICT in combination with the other factors which may enhance or ameliorate the positive impact of ICT in the classroom and beyond. This framework is applicable to different levels of evaluation, including large scale curriculum development programmes, curriculum and pedagogical change in particular schools, and individual teachers' planning and reflection. Its use in evaluating new ICT-based teaching approaches at classroom level is illustrated and analysed in the context of an in-service teacher education programme in the United Kingdom, and suggestions are made concerning the development of evaluation tools based on the framework     

信息技术与化学教学整合在新课标下的应用

信息技术在化学教学中有广泛的应用,涉及领域越来越广泛,也越来越丰富,随着新课程改革的步伐,信息技术在化学课标中扮演的角色愈显重要。     

从"课程整合"角度探讨信息技术教学与应用的关系

信息技术课程整合有三种不同方式.从课程整合角度看,信息技术教学与应用共同承担着培养学生信息素养和利用信息技术改进教与学方式的任务.     

Primary initial teacher trainees' perceptions of and perspectives on the role of the teaching assistant in English primary contexts

This article focuses on exploring initial teacher trainees' experiences and perspectives on the role of the teaching assistant (TA) in mainstream primary contexts. A backdrop of shrinking school budgets coupled with a ‘mainstream for all’ political agenda is contributing to growing uncertainty about the role of TAs in education. This article presents the results of a small-scale empirical study, involving 75 initial teacher trainees at the University of Cambridge. Trainees' perspectives regarding the roles/responsibilities that TAs have been seen to undertake and perceptions regarding the impact of the TAs they worked with were ascertained, with the aim of exploring how well current ITT content prepares students for an effective teacher/TA working relationship. Concept modelling was used as an analysis tool, to present visual representations of these perceptions. Trainees emphasised the administrative, pedagogical and pastoral roles that TAs were perceived to undertake and specifically highlighted the perceived ability of TAs to support students displaying needs relating to social, emotional and mental health. The findings highlight that the vague nature of current ITT content in relation to the role of TAs continues to serve as a barrier to students building coherent and consistent understandings of the successful deployment of TAs in English primary contexts.     

测验等值在中小学新课程教学管理中的应用

中小学新课程改革遇到了一些新问题,这些问题对中小学教学管理产生了一定的影响.教育测量理论中的测验等值技术,是解决中小学新课程改革中出现问题的途径.测验等值为实施新课程改革提供了保障,也方便了管理者.掌握测验等值技术相对困难,造成了测验等值技术在教学管理中的应用相对滞后.     

What we are really doing with ICT in physical education: a national audit of equipment, use, teacher attitudes, support, and training

This paper reports on the results from a detailed national audit of information communication technology (ICT) in physical education (PE), examining attitudes, training, numbers of pieces of equipment and hardware owned, and its employment and use across nine Local Education Authorities, six types of schools, and four types of Specialist College. After setting the context, a summary of the survey methods used and an overview of the findings from 500 schools are presented. Results from 252 questionnaires returned suggested that the majority of PE teachers felt that ICT was a valuable teaching tool; however, parity of training and ownership of equipment were not standard across the range of schools or regions. Furthermore, the data suggest a growing trend in ICT use in PE across England.     

Potential teaching model for applying novel approaches of renewed Estonian national curriculum into visual art classes in primary school

In 2010, the renewed national curriculum was legislated in Estonia. Major changes include a new list of cross-curricular topics, increased importance of integration and specification of the components of the art learning process. In this situation, the question arises – how to fully implement the challenges of the renewed curriculum in primary school visual art classes. One possibility is to use a consistent teaching model. This article gives an overview of such model as applied during an action research project, analysing the participation and involvement of the pupils and their study experiences.     

Overcoming the barriers of distance: using mobile technology to facilitate moderation and best practice in initial teacher training

This case study describes the development process of a model using readily-available technology to facilitate collaboration, moderation and the dissemination of best practice in initial teacher training in the UK. Students, mentors, tutors and external examiners from a number of educational institutions in a UK, higher education-led Lifelong Learning Sector partnership (LLS) participated. The study explored the extent to which using group video-conferencing software and tablet computing had the potential to model best practice in giving feedback to students, in the setting of targets and in the joint observations of mentors and tutors based in separate institutions. A further area of investigation was the impact of the technology on the observation and moderation of teaching practice by external examiners. The study found that participants could identify a wide range of advantages of using the technology and also some disadvantages. The impact of the study was measured qualitatively via the students’ professional development record (PDR). The challenges involved in undertaking a multi-site study requiring Wi-Fi connectivity and involving participants from several institutions are described. The introduction of key information sets (KISs) related to employability creates an urgent need for HEIs to develop measures which enhance the employment prospects of all students.     

论职业技术师范院校研究生培养的目标定位——兼论"学术性、职业性、师范性"融合与统一的培养模式

以研究生培养模式研究为切入点,对其相关影响因素进行了现实分析,旨在为建构我国学术性、职业性与师范性相融合与统一的职业技术师范院校的研究生培养模式提供现实依据与理论价值.     

游戏教学法在小学信息技术教学中的实践调查与研究

游戏教学法,是指在实际教学中把教育与游戏相结合。小学信息技术教学案例《学会使用鼠标》中借助丰富的游戏来教授信息技术知识,不仅能调动学生的学习兴趣,还将寓教于乐落到实处。     

KINDERET: developing training for early childhood educators in information and communications technology (ICT) in Bulgaria,England, Portugal,Spain and Sweden

In the European context the continuing training of early childhood educators in terms of information and communications technology (ICT) remains limited and is in need of development. The KINDERET project has been funded through the European Commission’s Leonardo da Vinci programme aimed to identify and understand the theoretical and practical needs of practitioners and is developing course materials to support the development of courses (see www.eseb.ipbeja.pt/kinderet). The KINDERET project has therefore been structured according to five main objectives, namely to:

• identify and understand the theoretical and practical needs of kindergarten teachers with regard to ICT education;

• establish plans for the training of educators, in the application of ICT;

• develop interactive learning materials for educators in order to support the established plans for continuing training in ICT;

• implement pilot training schemes and promote transnational collaboration between tutors and students through the use of ICTs;

• evaluate the pilot training schemes.

In the framework of these overall aims set by the KINDERET project, this paper reports upon the joint work that was developed by the partnership as the first stage of analysis in the training needs of kindergarten teachers. The analysis of the information that was collected at this stage has provided an empirical basis for the development of the pilot training schemes.