The potential of information technology in support of teachers and educational managers managing their work environment

The use of information technology (IT) to support the classroom teacher and school managers to organize and manage the learning environment better has received little specific attention, even though many applications or systems purport that this is one of their aims. This special issue attempts to fill that gap. This introduction paper provides an overview of the range of support that IT can provide in the field of education, and discusses how the development of these support systems needs to be approached analytically. Finally, there is an overview of the papers invited for this edition of the journal that are illustrative of the wide ranging development of IT to support teachers, teaching and the management of both     

Use of site-based microcomputers for instructional support: the multi-year experience

It has been said that a school that does not emphasise technology will miseducate students for the future. Many informed observers believe that to achieve this emphasis, it is very important for the principal and his/her assistants to act as role models (for the use of information technology). The use of school-based microcomputers for instructional support provides an excellent opportunity for them to do so. All too often, however, the promises of technological innovation are not delivered upon. After briefly reviewing the procedure for selecting the most appropriate system, this presentation will compare and contrast the multi-year experiences of high schools in one of the largest school districts in Canada. The experiences of these schools indicate that for this significant application of technology, the promises are realizable. The paper will conclude by discussing issues and challenges relating to the use of school-based microcomputers for instructional support.     

高校信息技术课程的教学思路与方法浅析

分析了信息技术教育的定义、本质及目标,阐述了高等学校信息技术教育的重要性,结合高等学校信息技术教育的特点,对高校信息技术课程的教学思路和方法做了进一步研究,认为在计算机信息教育中应注重教学方式、教学方法的改革,注重因材施教并及时更新教学内容.     

计算机信息技术与建筑学教育

在建筑学教育中对计算机使用产生忧虑是不必要的。计算机信息技术作为新事物正改变着我们生活的方方面面,自然也包括建筑设计领域。一个新技术、一个新时代,也许建筑学教育也将进入一个新的发展阶段。     

信息技术现代化与高校德育教育

信息技术的发展,既对大学生的德育工作造成不利影响,又给德育工作带来新的机遇。随着各种新媒体的出现,大学生德育工作新情况的不断涌现,新形势下加强大学生德育工作已是当务之急。因此,抓住大学生的时代特征,利用信息技术的特点,积极引导大学生正确地使用新媒体,才能促进高校德育工作和谐发展。     

Mathematica数学软件用于高职数学辅助教学初探

文章介绍了引入Mathematlca数学软件进行数学教学的研究与实践,给出了一种新的数学教学模式、数学学习模式,论述了Mathematica数学软件在培养学生学习数学中的作用。     

经济欠发达地区信息技术发展现状及原因分析

信息技术的普及有利于提高全体国民的素质,促进创新人才的培养,是实现国家教育现代化的重要手段,然而信息技术在经济欠发达地区的发展状况却严重阻碍了教育的信息化。本文通过对这类地区的信息技术发展状况的考察研究,总结其发展的现状并探究了原因,在此基础上提出了一些建议,希望能对经济欠发达地区的信息技术的发展提供一些参考。     

高职院校信息技术教育中自主化学习的研究与实践

高职信息技术教育的根本目标是提高学生信息素质。通过导学软件和测试评分软件的研发,使信息技术课程“自主化”学习成为信息技术课堂学习后必要的补充,有效培养学生的信息素质。     

高校固定资产管理信息化发展趋势研究

高校固定资产管理系统由人、物、账和时间、空间等基本要素及其相关联信息组成.面对海量信息录入与处理、动态管理、信息共享等要求,现在的管理系统已遭遇到信息技术本身的制约.新技术的广泛运用和下一代网络技术的发展,推动了“云计算”和“物联网”概念的兴起.文章认为,物联网技术赋予物品智慧,解决物与物、人与物之间随时随地互连的问题,将是今后资产管理系统一个重要发展方向.     

浅谈高等师范院校适应中小学信息技术教育发展需要的一些举措

我国正在规划实施中小学信息技术教育,而高等师范院校又是面向和服务于中小学的。怎样举措才能适应中小学信息技术教育的发展呢？本给出了一些建议。     

高校仪器设备管理信息化探讨

随着高等教育的发展,信息化成为设备管理中技术和方法的必然选择,本文从高校现有设备管理软件的缺点进行剖析,对设备管理信息化系统的构成、应具备的功能以及采用后的优势进行了探讨。     

浅析高校人事管理信息化

阐述了高校实施人事管理的特点、人事管理信息化的任务,分析了高校人事管理信息化存在的问题。提出了加强高校人事管理信息化建设的对策和措施．     

计算机技术在模具工艺课教学中的应用

以模具工艺课教学为例,介绍了计算机技术在各教学环节中的应用,包括多媒体技术、计算机仿真技术等,提高了教学效果,强化了计算机软件的应用能力,达到培养适应企业需要的模具人才的目的。     

Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement

This paper reflects on the process of curriculum development in 21 tertiary education institutions in the Southern Philippines. Assisting capacity-building of the teaching profession is an ongoing need in developing countries, but rarely does it extend to pre-service education. In this study of one aspect of a three year AusAid-funded education development project, the process of developing syllabi for English, mathematics, science and practicum/pedagogy courses was an unfamiliar activity for the majority of the sixty Filipino teacher educators and their colleagues. These educators were used to following institution prescribed syllabi without question. The focus of this study was the educators’ participation in the intensive process of syllabus review, construction and enhancement which occurred concurrently with a series of regular professional development activities based on the needs and interests of the educators. The process was documented as it evolved and was evaluated at key stages. A major outcome was the enhancement, or construction, of more than 200 syllabi across the 21 tertiary institutions. However, an unexpected and significant outcome of the process was the development of strong cross-institutional and even cross-regional relationships and a level of collegiality not previously experienced by the participants. It is argued here that such an approach to curriculum development raises the potential for sustainable long-term outcomes in international development projects.     

教育技术和远程教育发展的新时期--世界远程教育发展历史追溯和展望(6)

21世纪人类社会的经济形态是知识经济。开放与远程教育被认为是实现终身教育、终身学习和学习社会理想、加速人力资源开发、推动知识经济发展的未来教育形态。本文论述教育技术和远程教育在21世纪的发展前景。     

有效应用:信息技术在高校课程教育中的当务之急

现代信息技术在高校课程教育中已得到广泛地应用,促进了教育的现代化和信息化的发展。然而信息技术在课程教学的使用中,还没有很好地内生为教学双方真正的能力,致使高额的信息技术投入却低效率使用,原因是教学双方利用成本提高和教学评价制度的激励不足。     

电脑音乐的发展及其教学模式的实现

随着现代计算机技术的日益发展,电脑音乐几乎渗透到了音乐的创作、演奏、教育、网络以及商业音乐的各个层面.电脑音乐技术无论是在硬件系统的配置、软件的开发利用以及网络的传输等各个方面都日渐成熟,也越来越贴近和改善着甚至创造着我们的音乐文化生活,这势必影响到传统的音乐教学模式,因此,将电脑音乐教学及时地纳入现行音乐教育体系,成为眼下音乐教育发展的必然趋势.     

浅论高校教学管理信息化系统建设模式

在我国高校中采用信息化系统进行教学管理,不但是顺应科技发展的需要,更是高校自身发展与提升的需要。本文着重介绍了高校教学管理信息化系统的建设模式与发展现状。     

Knowledge management as a mechanism for technological and organizational change management in Israeli universities

During the last decade, the higher education sector has experienced many pressures and changes (Hanna, Educause Review, 38(4), 25–34, 2003; Scott, Educause Review, 38, 64–80, 2003; Waterhouse, The power of e-learning: The essential guide for teaching in the digital age, 2005). Universities around the world are facing the need to adapt to a rapidly changing educational and social landscape, in which technology is both the main cause of change and a tool for dealing with the change. This study examines the organization-wide technological changes that have infiltrated every aspects of life at all universities that are part of the higher education system in Israel during the last 7 years: the introduction of on-line instruction, e-learning and Enterprise Resource Planning (ERP) technology for university work processes The research findings show that there is a mechanism for managing organization-wide technological changes at Israeli universities but it is not a rational one. This study proposes a model for managing organization-wide technological changes in universities on the basis of the existing mechanism, using knowledge management strategies for the purpose of change management: KM-M-CM (Knowledge Management as a Mechanism for Change Management) Implementation of this model will make it possible to realize the challenge of transforming the university from a "knowledge institution" to a "learning institution." It will come life to the extent that the higher education system in Israel, its leaders and decision-makers understand the need for a permanent mechanism to manage change and adopt this rational model in order to establish it.     

Information Systems Education in the USA

Fast changing information technology (IT) has posed tremendous challenges to information systems (IS) educational programmes. One question frequently asked by IS educators has been: ‘Are we doing the right thing?’ This article presents information about the current state of IS educational programmes in the USA based on a survey of 193 higher education institutions conducted at the end of 1996. The results indicate that IS educational programmes are prevalent in the higher educational institutions. These programmes have a highly qualified faculty: 92% or more holding terminal degrees, more than two-thirds having tenure, with evidence of an increasing amount of time being devoted to research activities. It is also found that the most popular programming languages taught in both graduate and undergraduate programmes are C/C++, SQL and COBOL, and dominant operating systems are Windows/OS2 and UNIX. The most profound change over the last five years in the content of IS programmes has been the transition from text-based and centralized mainframe environment to the graphical and decentralized network based client–server architecture. This survey provides a snapshot of IS programmes, serving both to improve our understanding of current programmes and to provide a frame of reference for future studies.