“角色——情境”模式在《现代教育技术》课程中的应用

通过角色——情境合作模式,使在校师范类大学生在做中学习,在学习中完成对教师角色的理解,积极主动地参与到《现代教育技术》公共课的教学活动中,避免了理论与实践分离、《现代教育技术》公共课与专业课分离的问题,使他们达到《中小学教师教育技术能力标准(试行)》中对教学人员教育技术能力标准的要求。     

“角色——情境”模式在《现代教育技术》课程中的应用

通过角色——情境合作模式，使在校师范类大学生在做中学习，在学习中完成对教师角色的理解，积极主动地参与到《现代教育技术》公共课的教学活动中，避免了理论与实践分离、《现代教育技术》公共课与专业课分离的问题，使他们达到《中小学教师教育技术能力标准（试行）》中对教学人员教育技术能力标准的要求。     

《现代教育技术》公共课教材建设的缺失及对策研究——对现有部分教材的内容分析

随着现代教育技术公共课在高等学校的开设,其教材建设也正引起学界的关注。通过对当前现代教育技术公共课教材的内容分析,可以发现教材建设还存在一些缺陷。针对这些缺陷,本文提出了现代教育技术公共课教材建设的原则和思路。     

实施项目学分制,补齐高职素质教育短板——湖北职业技术学院建筑技术学院公共课改革探索

我国社会经济发展急需高素质技能人才,但高职院校的素质教育是教学改革中的一个难题。湖北职业技术学院建筑技术学院通过改革公共课教学,采取素质教育项目学分制的模式,化解了职业院校公共课改革和素质教育的难题,为高职院校的素质教育、通识教育探索了新的途径。     

开放的现代教育技术公共课网络教学平台构想

中小学教师教育技术能力标准的颁布,为师范院校的现代教育技术公共课教学提出了新的要求。构建开放的网络化现代教育技术公共课教学平台,从教育观念、教学内容、实验手段以及继续教育方面,可以改进现代教育技术公共课的教学效果,为中小学培养具备教育技术能力的合格人才。     

开放的现代教育技术公共课网络教学平台构想

中小学教师教育技术能力标准的颁布,为师范院校的现代教育技术公共课教学提出了新的要求。构建开放的网络化现代教育技术公共课教学平台,从教育观念、教学内容、实验手段以及继续教育方面,可以改进现代教育技术公共课的教学效果,为中小学培养具备教育技术能力的合格人才。     

基于信息化进程的《现代教育技术》公共课的理论与实践探讨

面向教育信息化趋势,教育技术领域呈现出“百家争鸣”的学术动态和“春秋战国”式的领域之争。基于教育信息化进程和新课程标准的挑战,教师教育技术素质受到普遍重视。探讨了基于信息化进程的教育技术公共课的理论研究与实践探索,阐述了对《现代教育技术》公共课的课程标准、教学目标、教学尝试及其理论依据。最后提出了基于课题研究而提出的教育技术公共课改革方向,以及面向基础教育信息化教育技术学科发展的专业化方向和培养目标。     

《现代教育技术》公共课实验教学改革探索——以“多媒体课件制作”实验项目为例

针对《现代教育技术》公共课实验教学中存在的问题,依据TPACK理念,本文设计了公共课实验教学的改革模式。该模式强调公共课实验教学从技术知识(TK)入手进而过渡到技术的迁移应用(TCK、TPK),最后上升为整合技术的学科教学(TPACK),具有层级化教学目标、模块化教学内容、互动化教学过程和多元化教学评价的特点,并以"多媒体课件制作"实验项目为例进行了实证研究,结果显示学习者的学习参与度与学习兴趣均较高,学习作品成绩亦明显提高。     

现代教育技术公共课实验教学改革探讨

随着全国教育信息化发展和教师专业化的推行,教育技术能力已成为现代教师必备的基本素质.作为培养职前教师教育技术能力的高师现代教育技术公共课,顺应时代发展需要,得到迅速发展.教学实践表明,实验教学是制约现代教育技术公共课教学质量和效果的关键因素.文章首先分析了现阶段我国高师院校现代教育技术公共课实验教学现状和存在的问题,并进一步对改进实验教学的方法与对策进行了有益探讨,旨在完善现代教育技术公共课的实验教学,并有效提升高校师范生的教育技术素养和能力.     

双向信息化教学模式的构建与实施——高师院校“现代教育技术”公共课教学改革实践研究

2003年6月,我们承担了全国教育科学“十五”规划重点课题“教育信息化理论与实践模式”子课题“高师院校‘现代教育技术’公共课双向信息化教学模式实践研究”任务。在对高师院校“现代教育技术”公共课教学现状进行系统调研和分析后,提出了实施双向信息化教学模式的教学改革思路,经过两年的实践研究取得了很好的教学效果。本文主要对双向信息化教学模式的构建与实施进行讨论。     

Towards an Understanding of the Social Issues in Information Technology: concerning computers,intelligence and education

ABSTRACT

Information technology has numerous social and political implications. This paper is primarily concerned with beginning to outline some of the more important issues for teacher educators. An understanding of these implications is required before we, as teacher educators or as teachers in schools, can begin to address the issues in our work around information technology in colleges or in the classroom. This article outlines the issues rather than exploring how to present them in colleges.

There are important debates occurring around information technology, the nature of intelligence, and education, which have profound implications for society. This article argues that the kind of work done in schools on computers, and generally on information technology, supports implicitly the more traditional ideas in education. In order to take a more balanced position, and to give students a chance to realise how their futures may be affected, it is argued that the social implications of information technology must be addressed centrally in colleges of education.     

Technology Acceptance in Social Work Education: Implications for the Field Practicum

The exponential growth and sophistication of new information and computer technology (ICT) have greatly influenced human interactions and provided new metaphors for understanding the world. The acceptance and integration of ICT into social work field education are examined here using the technological acceptance model. This article also explores potential challenges regarding the adoption of ICT into social work field practica. The article concludes with implications for adopting and integrating ICTs in social work field education.     

Machine learning for human learners: opportunities,issues, tensions and threats

Educational technology research and development - Machine learning systems are infiltrating our lives and are beginning to become important in our education systems. This article, developed from a...     

The science/technology interaction: Implications for science literacy

Science literacy includes understanding technology. This raises questions about the role of technology in science education as well as in general education. To explore these questions, this article begins with a brief history of technology education as it relates to science education and discusses how new conceptions of science and technological literacy are moving beyond the dichotomies that formerly characterized the relationship between science and technology education. It describes how Benchmarks for Science Literacy, the National Science Education Standards, and the Standards for Technological Literacy have been making a case for introducing technology studies into general education. Examples of specific technological concepts fundamental for science literacy are provided. Using one example from the design of structures, the article examines how understanding about design (i. e., understanding constraints, trade‐offs, and failures) is relevant to science literacy. This example also raises teaching and learning issues, including the extent to which technology‐based activities can address scientific and technological concepts. The article also examines how research can provide guides for potential interactions between science and technology and concludes with reflections on the changes needed, such as the creation of curriculum models that establish fruitful interactions between science and technology education, for students to attain an understanding of technology. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 715–729, 2001     

Beginning teachers and diversity – why the need for extended critical professional support

This article draws from a qualitative study of seven beginning teachers’ perceptions of diversity over a period of 6–18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices’ ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance. Based on the reported findings and wider research data, the article argues the need for ongoing critical professional support for beginning teachers who can deepen their understanding of learner diversity and its pedagogical implications. It underscores the importance of a genuine partnership between schools and teacher education providers to enable the continuation of critical professional support for novices, particularly in contexts where there are no mandatory links between preservice programmes and beginning teaching like New Zealand, where this study was undertaken. The author contends that it is unrealistic otherwise to expect beginning teachers not only to challenge entrenched practices but also to sustain the efforts of initial teacher education programmes in preparing them to be responsive to diverse learners.     

Climate change and education

Abstract

Understanding climate change is becoming an urgent requirement for those in education. The normative values of education have long been closely aligned with the global, modernised world. The industrial model has underpinned the hidden and overt curriculum. Increasingly though, a new eco-centric orientation to economics, technology, and social organisation is beginning to shape up the post-carbon world. Unless education is up to date with the issues of climate change, the estate of education will be unable to meet its task of knowledge transfer. This article covers the basic science and ethical policy debates, and begins to outline the questions that will necessarily entangle education as we orientate ourselves to the new world that is upon us.     

李鸿章与中国近代科学技术教育

本文主要就李鸿章在中国近代科学技术教育创始之初的基本主张和实践 ,即改革科举、创办新式学堂、派遣留学生以及组织翻译科技书籍等史实进行了梳理 ,并指出了这些举措对中国近代科学技术教育发展的贡献和影响。     

Understanding the Complexity of Becoming a Teacher Educator: Experience,belonging, and practice within a professional learning community

This article reports a literature review of self-studies by beginning teacher educators examining their experiences of the transition from classroom teaching to teacher educator. The authors conclude that becoming a teacher educator involves several complex and challenging tasks: examining beliefs and values grounded in personal biography, including those associated with being a former schoolteacher; navigating the complex social and institutional contexts in which they work; and developing a personal pedagogy of teacher education that enables construction of a new professional identity as a teacher educator. This research provides beginning teacher educators with a reference point for understanding their personal and professional transition to university-based teacher education. It also provides teacher education faculty and administrators with key information about how the transition from teacher to teacher educator can be supported and enhanced within professional learning communities.     

A Community of Voices: Educational Blog Management Strategies and Tools

Web 2.0 offers a new type of interactive technology that may change the focus and approach of formal education in ways we are just beginning to comprehend. The new and unique qualities of Web 2.0 can be compounded in traditional educational settings by the fact that students often times have far more experience with and understanding the new technology than the teachers who are developing curriculums and setting educational goals. At the same time, Web 2.0 has become so pervasive in such a short time that it makes little sense to ignore it in educational settings. This current article suggests blogging may be the most “education friendly” of the new interactive tools. Blog posts offer students the opportunity to develop their own voice in the classroom, while commentary serves as an important reinforcement for self-reflection and continued participation. The difficulty for teachers is in understanding how to integrate, use and maintain course blogs so that they are a strong and positive educational force in the classroom. At the core of using blogs is the development of blog management strategies. Based on the authors’ use of blogs in undergraduate courses, the current paper outlines an approach to blog management.