Personalized learning in high technology charter schools

In recent years, there has been an increase in the popularity of personalized learning (PL) and educational technology in American K-12 schools. In particular, school models that use technology to deliver personalized learning experiences for students have proliferated. Still, few studies have investigated these phenomena in K-12 contexts, with no studies to date examining the implementation and evolution of PL models over time. Toward closing this gap in the current literature on PL models, this qualitative case study uses Activity Theory to understand how and why a PL school in the United States evolved from its inaugural year through its third year of implementation. Findings indicate that the school exhibited substantive changes in organizational practice rooted in: (1) a disconnect between vision and practice; (2) the implementation of a “No Excuses” model and the school-level prioritization of accountability; and (3) the reprioritization of PL. Implications for educators and organizations interested in developing and implementing PL are discussed.     

中学信息技术课堂教学初探

阐述了中学信息技术课程教学与其它学科教学的不同点，根据信息技术特点，结合当前教学中存在的问题，认为应以构建主义学习理论去指导中学信息技术课堂教学，为学生创造一个“有声有色”的学习环境。     

中职电子技术专业教师应会的教学软件

中职电子技术专业教师不仅要掌握本学科的专业知识,还应该掌握现代教育技术的知识,文章以Office、Flash、EDA等软件为例,分析了计算机辅助教学软件在电子技术专业教学中的作用.     

Implementation of science and technology K-6 in Riverina schools

Specializations: primary and secondary science and technology.     

The policy and management of information technology in Jordanian schools

During the past two decades the introduction of personal computers has been a major innovation in the Hashimite Kingdom of Jordan. This new technology continues to offer an exciting challenge to educationalists. This paper reviews the developments of Information Technology (IT) in Jordanian public schools in the period 1984–1998. My contention is that the highly centralised nature of the Jordanian educational system and the comprehensive policy of the Directorate of Educational Computing (DEC) have made the introduction of computers in schools less difficult.     

The interface between mathematics and design and technology in secondary schools

ABSTRACT

This article suggests that there are important connections between design and technology and mathematics curricula and that these are not fully made in the United Kingdom National Curriculum. Using three examples, the authors show how there are real opportunities in design and technology teaching for incorporating mathematical learning, but that all too often these are lost because they are not made explicit. Again, the authors argue that too much mathematics teaching is dominated by abstract investigation rather than practical problem‐solving. They conclude by suggesting that teaching should transcend subject boundaries and be concerned with real‐life situations.     

职业院校电子技术课程教学方法探讨

本文针对职业教育的培养模式,结合电子技术的教学特点、发展趋势以及学好电子技术的重要性,对电子技术的教学方法进行探讨。     

让信息技术走进小学数学课堂

新课程理念下的小学数学课堂教学应充分发挥信息技术的优势,努力促进信息技术与数学学科教学中诸多要素的整合,可以为学生的学习和发展提供丰富多彩的教育环境和有利的学习工具,可以培养学生信息素养以及利用信息技术自主探索、发现问题、解决问题的能力,可以把知识更多、更快地传授给学生,有效地提高课堂教学效率.     

中等职业学校信息化建设的实践与探索

本文通过深圳市福田区华强职业技术学校信息化建设的实践与探索,给出了中等职业学校信息化建设的途径与方法,特别是给出了中等职业技术学校“数字化校园”建立的框架与途径、中等职业技术学校“网络课程开发”的范例与规范,明确了中等职业技术学校信息化发展的方向,彰显了中等职业技术学校信息化建设的特色。     

美国中小学的信息技术教育及其基本经验

美国是世界上信息技术教育最为发达的国家之一.本文介绍了美国中小学信息技术教育的状况及其基本经验,为我国目前在中小学加快普及信息技术教育提供参考和借鉴.     

计算机技术与中学英语教学整合的思考

随着我国素质教育和新课程改革的不断推进，计算机辅助教学也得到了深入的发展。本文就是在这种背景下，在教学实践的基础上对计算机技术与中学英语教学的整合进行研究。本文从计算机辅助教学的优点、计算机技术在中学英语教学中的具体运用、在英语教学中运用计算机技术对教师的具体要求和在英语教学中运用计算机技术的几点注意事项四个方面，提出了新课程改革下计算机技术与中学英语教学整合的一些思考。     

Teachers' beliefs and integration of information and communications technology in Italian schools

Abstract

The goal of the present study was to examine teaching styles with information and communications technology (ICT); in Italian schools and in particular to explore whether there is a relationship between personal theories of teaching and learning, levels of competence in ICT, and how ICT is integrated into classroom activities. Teachers with high and low levels of competence in ICT were interviewed in order to examine their beliefs, perceptions, and experiences related to teaching with and without the computer. They were asked to reflect both on themselves as teachers and on their pupils. The results of this preliminary study appeared to indicate that both personal theories of teaching and the level of competence with ICT play a major role in how teachers implement ICT and in their perception of their own and their pupils' motivation     

Information technology in education: policy and provision in Hong Kong schools

Abstract

This article reviews the Hong Kong policy (1998) on information technology in education (ITE). Key proposals in the policy and the rationales presented for introducing new technology in schools are examined. It is suggested that initiatives presented would have been difficult to implement fully without more far-reaching changes in education policies and school practices. Now, other proposals for reform of education in Hong Kong have been released. The ways in which these recent proposals for reform support existing initiatives in ITE are identified and discussed. Available data on the implementation of ITE are also reviewed. It is suggested that while a comprehensive policy framework has now been developed, the ‘vision’ for ITE may take some time to be realised.