The Web in K-12 Education

Abstract

Growth in size and popularity of the Web over the last 10 years has been remarkable. There are now many calls to make the Web the center of K-12 schooling. However, there are many problems that must be solved before the Web can be fully integrated into curricula in public schools. Such problems can be categorized as practical or pedagogical in nature. Pedagogical problems include those barriers to Web integration that are caused by the nature of the education subculture and the culture at large. These are the most difficult problems to solve and would call for a nationwide commitment to true individualized education.     

中小学翻转课堂实证研究述评——基于英文学术期刊论文的综合分析

越来越多的教师在他们的教学活动中使用翻转课堂方法。这种教学方式将课堂外以视频为基础的学习和课堂内小组互动学习活动结合起来。本文旨在对中小学教育背景下翻转课堂实证研究的英语期刊论文文献进行综合分析,主要任务是揭示和解决翻转课堂模式面临的潜在挑战。19篇关于中小学翻转课堂的期刊论文对翻转学习活动、学生成绩、学生态度和面临的挑战等问题进行了实证研究和分析。文献研究的结果表明,除课前观看教学视频和课内进行小组活动外,还存在大量其他形式的课前和课内学习活动;与传统课堂教学模式相比,中小学翻转课堂方法对学生成绩至少没有负面影响;学生对翻转课堂的态度比较复杂,支持和反对的声音都存在。对翻转课堂实施中存在的挑战分为三个方面:学生面临的挑战、教师面临的挑战和操作中的挑战。根据既有的研究和本文收集到的实证研究所提供的证据提出了应对这些挑战的10种策略和多项未来研究建议。     

Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice

Evidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings. The use of such evidence-based practice would be useful to educators interested in fostering student learning through Web 2.0 tools. A comprehensive literature search across the Academic Search Premier, Education Research Complete, ERIC, and PsycINFO databases was conducted. Empirical studies were included for review if they specifically examined the impact of Web 2.0 technologies on student learning. Articles that merely described anecdotal studies such as student perception or feeling toward learning using Web 2.0, or studies that relied on student self-report data such as student questionnaire survey and interview were excluded. Overall, the results of our review suggested that actual evidence regarding the impact of Web 2.0 technologies on student learning is as yet fairly weak. Nevertheless, the use of Web 2.0 technologies appears to have a general positive impact on student learning. None of the studies reported a detrimental or inferior effect on learning. The positive effects are not necessarily attributed to the technologies per se but to how the technologies are used, and how one conceptualizes learning. It may be tentatively concluded that a dialogic, constructionist, or co-constructive pedagogy supported by activities such as Socratic questioning, peer review and self-reflection appeared to increase student achievement in blog-, wiki-, and 3-D immersive virtual world environments, while a transmissive pedagogy supported by review activities appeared to enhance student learning using podcast.     

日本在职教师教育实践模式——“授業研究”探析

教师教育的形式和有效性是教师教育研究与实践中倍受关注的问题。近年来日本许多中小学在教师校本研修基础上构建了在职教师教育实践模式———“授業研究”,其特点与实践过程,对我国在职教师教育具有借鉴和启示作用。     

Web2.0技术与图书馆知识转移范式探析

数字化网络化环境的发展使图书馆服务面临新的挑战。知识转移能力成为现代图书馆的核心能力之一。传统图书馆的知识转移方式是基于编码化的信息网络范式,存在忽视隐性知识转移的不足,而利用Web2．0技术构建基于社会网络范式的图书馆知识转移新模式则提高了隐性知识转移的能力。     

"三个课堂"县域规模化应用模式与推进机制研究 ——基于边疆民族山区的实践探索

"三个课堂"对于促进区域教育优质均衡发展具有重要意义.文章以云南沧源的实践探索为例,对边疆民族山区整体规模化推进"三个课堂"应用,促进县域义务教育优质均衡发展的实践探索进行了经验总结与理论阐发,提出了县域"三个课堂"技术环境与应用模式建构的两步走策略,构建了三层嵌套结构融合发展的县域"三个课堂"规模化应用模式,阐释了实践中形成的以"双师教学"为特色的"专递课堂",以"协同教研"为特色的"名师课堂"和以"互联网+在地化"为特色的"名校网络课堂"的实施策略,并从顶层设计、教师培养、技术升级和常态化应用等方面对未来如何进一步深入推进"三个课堂"创新应用进行了探讨.     

A Comfortable Start for Everyone: The First Week of School in Three Multi-Age (K-2) Classrooms

This article describes the start of the school year in three multi-age classrooms where 8 new kindergarten children join 16 returning first and second graders. The authors (professor/observers and teachers) describe what happens during the first week of school in this setting where the students remain with their teachers for 3 years. They explain what the start of the year is like for the returning students (first and second graders), the new students (kindergartners), the parents, and the teachers.     

The Potential of Web 2.0 Tools to Promote Reading Engagement in a General Education Course

General education classes involve extensive course readings. College instructors have a limited time to cover every detail of the materials students are supposed to learn in class; thus, they expect students to learn through course readings. However, many college students demonstrate a low level of engagement in course reading tasks. Existing research has reported that most college students do not complete their assigned readings or they only engage in shallow levels of reading such as skimming and literal comprehension. Despite this negative phenomenon in college, a lack of research has been conducted to promote reading engagement in college classrooms. The purpose of this paper is to provide college instructors with practical guidance on using Web 2.0 tools to enhance student engagement in this task. According to self-determination theory (SDT), Web 2.0 tools share several engagement-enhancing factors. The paper discusses the potential of Web 2.0 technology to engage students by aligning with SDT. Based on the potential of Web 2.0, the paper suggests practical ways of using different Web 2.0 tools (i.e., GoogleDocs, Blog, Twitter, and Facebook) to promote reading engagement in a college classroom.     

职技高师电气信息类专业的实践教学体系建设

分析职业教育目前的形势和特点,提出电气信息类专业实践体系建设的思路,指出其实现的方案,为职业教育适应社会的需要做出贡献。     

基于Web2．0的网络教学应用

本文在介绍Web2．0的概念、技术、特征及与Web1．0区别的基础上,分析了Web2．0技术的网络教学功能．并给出了基于Web2．0的网络教学案例。     

多媒体教室技术和制度管理探索

目前在高校中多媒体教学已成为常态化教学模式,多媒体教室的维护和管理对日常教学有着重要影响。随着多媒体教室数量增多,在实际使用和管理过程中遇到诸多问题,提出了从技术和制度两方面对多媒体教室的维护和管理进行提升。在技术方面,提出了专网专用、采用校园一卡通授权、计算机虚拟桌面技术、视频巡视和教学监控、联动供电系统、电子配件维修等手段,用技术手段提升硬件水平、降低维护难度;同时,制定可行的管理制度、提高管理人员技术和能力、加强上课教师培训、拓宽与教师的沟通监督渠道等方法,用制度规范增加责任意识、提高使用和维护水平。     

Web2.0环境下的金融理论课程互动教学模式探索

web2．0是近年来提出的一种互联网模式,其核心理念是以人为本,因这一理念而产生的各种应用在教育领域被广泛关注。金融理论课程具有理论性与实践性俱强的特点,这就决定了在该类课程教学过程中,要十分重视学生的参与性。结合电大开放教育金融理论课程的教学实践,探讨如何在web2．0环境下优化教学内容和教学手段,对于实现金融理论课程教学的互动与创新具有重要意义。     

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation

Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence...     

制约中小学课堂运用教育技术的因素分析——美国中小学现代教育技术实施环境调查报告

通过对美国中小学教师进行问卷、访谈调查,研究目前制约中小学课堂教学中运用现代教育技术的几个因素.调查结果表明:教师时间缺乏、电脑网络技术问题得不到及时解决是阻碍教师课堂运用现代教育技术的主要障碍.进一步探索美国城乡之间、年级之间现代教育技术运用的环境是否存在差异,结果显示:郊区学校现代教育技术环境比城市和乡村好,但年级之间无显著差异.     

高校教师教育技术应用分析

本文阐述了高校教师如何利用教育技术推进教学；如何在高校中开展教育技术培训的思路和方法。