中小学学生安全定位系统设计与研究

基于RFID和GPS技术,设计一个中小学学生安全定位系统,该系统由控制中心、学校管理系统、安全定位终端组成。安全定位终端提供必需的位置、状态信息,学校管理系统用于掌握本校学生实时状况,控制中心掌握区域状况。通过该系统可以随时掌握中小学学生的上学动态,并实现中小学学生安全定位。     

乡镇中小学微机室建设方案

采用基于DOS的win 2000无盘终端网络技术,组建一个目前符合大多数乡镇中小学现状的,资金短缺、所用功能不多,可兼用以前低档硬件设备的计算机机房.     

乡镇中小学微机室建设方案

采用基于DOS的win 2000无盘终端网络技术，组建一个目前符合大多数乡镇中小学现状的，资金短缺、所用功能不多，可兼用以前低档硬件设备的计算机机房。     

中小学经济型现代教育技术学习环境

“西部中小学现代远程教育工程”项目已经开展。本文针对这一项目设计实验成功一种基于无盘网络及终端技术的网络学习环境,可以用于边远地区实施现代远程教育项目。     

手持式多媒体终端在现代教育中的应用

随着网络技术的不断发展,无线移动技术的使用领域日益广泛,如何将该技术应用于现代远程教育之中?文章提出一种基于WLAN无线移动技术的采用手持式多媒体终端的移动学习模式,主要从以下三个方面进行了阐述:1.移动学习是实现中小学教育现代化的具体模式;2.以PDA为主的多媒体手持终端是中小学教育现代化的主要装备;3.以WLAN为主的无线网络是实现中小学教育现代化的主要形式。     

基于Windows 2000的终端服务在机房改造中的应用

本文探讨用最新的Windows 2000的终端服务技术．改造中小学计算机房的思路与方法。     

中文在线（www．ChineseAll．com）——中文在线中小学数字图书馆

中文在线中小学数字图书馆作为我国第一个专门针对中小学需求而量身订做的数字图书馆,集正版精品数字资源、先进技术平台和应用指导于一体。通过中心服务器对系统平台和数字图书资源进行管理, 并向整个局域网络发布,为网络中的所有终端提供数字图书查阅、检索、图书分类、个性化图书馆等服务。     

面向中小学的移动互联网智能终端管控框架构建研究

中小学数字校园中的智能移动终端应用成为当前关注的焦点,能否引导学生正确使用而不是简单地禁止是教育信息化发展的关键之一。由于学生自制能力还处于发展期、智能移动终端软件环境存在不足等多种因素的作用,导致应用智能移动终端的效果受到质疑。本文基于此问题分析了智能移动终端在中小学数字校园中的使用现状以及存在的问题,并从操作管控、制度管控、时间管控、软件管控等四个方面提出了针对智能移动终端的管控框架,同时对基于智能移动终端的教学活动所涉及的管控框架进行了系统分析,最后给出了两个在学校实施的移动智能终端管控案例加以佐证和分析。     

投稿指南

<正>1.区域教师进修院校改革发展趋势研究2.探析研训教师(教研员)专业发展的路径与策略3.新形势下教研工作转型、教师培训专业化研究4.探索基于移动终端技术应用的教师培训新模式、新方法5.探索适应区域教育发展及市场化要求的专业化教育服务模式6.研究中小学教师专业标准的实施与评价,探索中小学"四有"好教师队伍建设的规律与机制7.研究如何系统深入推进中小学教师的师德建设,建立健全中小学教师师德建设的长效机制8.研究中小学名师专业发展规律、教学特色和风格,探索专家型教师的培养模式和     

学校机房低成本改造方法——DIY无盘终端网

利用WINDOWS终端架构,基于METAFRAME1.8终端服务软件,运用BOOTP无盘启动技术,结合二者来构造无盘终端网络,使旧电脑轻松运行视窗操作平台下的大型应用软件。     

国际中小学信息技术课程比较研究

中小学信息技术课程已经成为全球范围内基础教育改革的热点研究课题。文章首先从信息技术课程的实施方式、课程目标及课程内容三个方面对世界主要国家的中小学信息技术课程现状进行了比较，然后又提出并进一步分析了中小学信息技术课程的演进模型。     

Using technology to educate deaf and hard of hearing children in rural Alaskan general education settings

Teachers in Alaskan rural schools were surveyed on their use of instructional technology. The surveyed teachers included the entire population of certified elementary and secondary school classroom teachers of deaf and hard of hearing students in these schools. Respondents generally were older, more experienced, elementary level female teachers who were relatively well educated. Almost half of the respondents held special education certification; about 25% had an endorsement in deaf education. Data analysis indicates that educators who use instructional technology, either in curriculum or broad agenda formats, may be older, hold an advanced degree and secondary education certification, benefit from in-service training on site, are connected to the Internet, and actively use the technology available at their schools. Most of the surveyed educators identified lack of training in the use and integration of software as a barrier to increased classroom use of technology. Based on the study findings, recommendations are made concerning the training needs of teachers in rural Alaska.     

The role of relevance in future teachers’ utility value and interest toward technology

Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to future teaching practices influences elementary and secondary preservice teachers’ utility value and interest toward technology integration. The findings from 111 preservice teachers revealed that reflecting on the connections of technology to future teaching increased their maintained interest in technology integration regardless of their situational interest levels. Reflections also helped them recognize technology-supported classroom management strategies in their current implementations. Differences observed between elementary and secondary preservice teachers highlighted a need for helping secondary preservice teachers develop higher interest and deeper understanding of utility values of technologies for future practices. Results also underscored the importance of emphasizing various benefits of technology regarding collaboration, assessment, and self-paced learning—utility values that were minimally observed in the study.     

论中小学数字图书馆的建设

随着计算机技术、现代通讯技术、高密度存储技术的迅猛发展,中国数字图书馆工程已正式启动,中小学数字图书馆的建设已成为基础教育面临的一个研究课题,从数字图书馆的概念,中小学数字图书馆的现状, 如何建设中小学数字图书馆三个方面进行探讨,为中小学数字图书馆的建设提供了建设性指导。     

边远地区师范院校培养应用现代教育技术教学人才的研究

随着现代教育技术的飞速发展,现代教育技术设备已经开始进入边远落后地区中小学,在教育领域现代教育技术的应用已成为现代教育不可缺少的一部分,并在教学过程中越来越明显地影响着中小学教学。在边远落后地区中小学推广现代教育技术,整合传统教学模式,具有传统教学不可替代的优点。要在师范院校培养能够应用现代教育技术教学的人才,让他们毕业后就能够在中小学推广现代教育技术的应用,以达到良好的教学效果。     

农村中小学公民教育问题及对策分析

公民教育研究在我国学界方兴未艾,而农村中小学公民教育实施问题的相关研究却非常少。据最新人口普查结果显示,我国半数人口仍在农村。农村中小学的公民教育成为提高农民公民素质,建设新农村民主文明的重要途径。基于此,厘清公民教育内涵,探讨农村中小学公民教育实施的可能性,揭示其现实中面临的问题,以期为农村中小学实施公民教育提供可能的途径。     

Why Are Operational Expenditures on Elementary and Secondary Education Still Tight?

In their article published in Research on Planned Economy, no. 14, Wang Hong and Rong Zhigang indicate that operational expenditures for educational undertakings in China have scored a big increase. Right now per-capita operating expenses in elementary and secondary schools are close to or a little higher than the level prior to the "Cultural Revolution." Nevertheless, the actual spending level, adjusted for inflation, is still very low. Compared with 1977, educational outlays in Hebei province rose by 120 percent in 1980. But the per-capita spending on education in elementary and secondary schools, instead of going up, went down after being adjusted for inflation. The fall was nearly 40 percent in elementary schools and still more in high schools. For many years operating expenses in elementary schools were only one or two yuan per student a year. Under such circumstances, conditions of school operation can hardly be improved.     

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences

The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.     

Student Perceptions of a Summer Robotics Camp Experience

Research on the effectiveness of STEM-focused (science, technology, engineering, and mathematics-focused) schools and other learning experiences (e.g., short-term camps) on student outcomes is sparse. This study documented perceptions of STEM content and careers for elementary, middle, and secondary school students participating in university-based summer camps focused on robotics. Attitudes before and after the camp experiences were compared across gender groups and grade levels. Middle school students showed greater growth on the surveys compared to their elementary and secondary school peers. Implications for the design and evaluation of STEM experiences include looking at longer, more intensive experiences.     

中小学的组织结构及其变革：基于三所学校的个案研究

我国中小学组织结构究竟是一种怎样的状态？又如何看待这些年所进行的学校组织结构变革？三所学校（A小学、B初中和C高中）的三对组织结构图标明了三校十年间在高层管理职、中层管理职、低层管理职及基层员工职上发生的系列变化.一方面,三校在在组织结构变革的广度和深度方面表现出差异性,即随着学校由小学向初中再向高中的递升,它们在组织结构变革的范围、力度方面呈现出反向的递减趋向;另一方面,它们在走向分部化与分层化方面又表现出愈加明显的共同性.由此带来的学校组织的复杂化、集中化与正式化问题,亟待从多角度予以反思和定性.中小学组织结构变革,本质上取决于人们对学校组织的性质与类型的根本认识.