碰撞启迪成长——《明天不封阳台》教学设计形成过程及参赛心得

网络教研团队是全国中小学信息技术创新与实践活动（NOC活动）中三个教师赛项中的品牌项目。它通过网络环境下基于协作的信息化教学设计,基于同伴互助的评价与完善教学设计方案,基于协作与反思的可视化陈述与答辩等三个阶段（历时三天）,提升教师在网络环境下从事教学设计的能力、教学反思的能力、可视化表达的能力和教育技术能力,感悟网络环境下的新型工作方式的优越性,养成网络环境下同侪互助的良好习惯,从而提升现代教师专业发展水平,提升信息技术与课程整合为优化课堂教学目标实现服务的能力。     

当前苏北农村小学信息技术与数学课程整合面临的问题与对策

在信息技术日新月异的今天,＂信息技术与课程整合＂已经成为热门话题。教育部高度重视信息技术与课程的整合,在新课程中明确了信息技术与课程整合的目标与内容。《全日制义务教育数学课程标准（实验稿）》指出：＂数学课程的设计与实施应重视运用现代教育技术,     

小学信息技术课堂互助学习经验谈

当今时代进入了“独生子”时代,在小学信息技术课堂里开展互助学习、合作学习方式,有助于改变独生子女的性格弱项,提升他们的合作意识与能力。本文结合生动的教学案例,从独生子女与同伴之间的互助学习和对课堂的新评价等角度进行经验总结,阐明和深化了对小学信息技术课堂互助学习方式的认识与理解。     

碰撞 启迪 成长——《明天不封阳台》教学设计形成过程及参赛心得

网络教研团队是全国中小学信息技术创新与实践活动(NOC活动)中三个教师赛项中的品牌项目。它通过网络环境下基于协作的信息化教学设计,基于同伴互助的评价与完善教学设计方案,基于协作与反思的可视化陈述与答辩等三个阶段(历时三天),提升教师在网络环境下从事教学设计的能力、教学反思的能力、可视化表达的能力和教育技术能力,感悟网络环境下的新型工作方式的优越性,养成网络环境下同侪互助的良好习惯,从而提升现代教师专业发展水平,提升信息技术与课程整合为优化课堂教学目标实现服务的能力。本赛项自2008年一经推出,便引发了教育界的巨大反响。2009年苏州总决赛,有来自全国各地的142支团队,近500人参加角逐,涌现出一批优秀的教研团队。自本期开始,本刊将陆续推出优秀的教学设计,尤其是由最初的三人不同设计到最终设计的修改过程,突出参赛选手思维的碰撞与理念的提升。在第七届NOC活动决赛中,由赵敏丽、孙晓军、吕茂盛组成的张店区实验中学语文教研团队经过三天艰苦的竞赛,一举夺得恩欧希教育信息化发明创新奖。     

用智慧赋予教材第二次生命

在基础教育的课程中,信息技术课程是一门与时代发展关系最为密切的课程。普通高中信息技术课程标准2017版与2013版相比较,有三个明显的变化:在教学目标上,提出培养学生的学科核心素养,在教学内容上,提出了以学科大概念建构课程体系,在教学形式上,提出了以项目整合课堂教学,反映了人们对信息技术价值及信息技术课程价值的时代发展的需求。这三者之间,项目学习是教师教学的落脚点,即在教学中提倡通过项目学习来整合学科知识与技能的学习,培养学生的核心素养。     

浅论信息技术与信息技术课程教学的全面整合

信息技术与信息技术课程教学的整合为信息技术与其他课程教学整合提供技术支持。本文从论述信息技术与信息技术课程教学整合的地位入手,分析了当前信息技术与信息技术课程教学的整合的问题之所在,并尝试着提出了解决问题的办法。     

网络教研团队竞赛，倡导教师工作新方式

网络教研团队竞赛是第六届NOC新创的竞赛项目,创意基于网络时代教师专业发展的特点:网络与协作.参加竞赛的教师通过网络环境下的同伴互助,不仅感受到网络之于教学设计的多样性帮助,而且亲身体验到同伴互助带来的帮助自己发展学科能力的震撼!     

整合，应发挥人的主观能动性

从“信息技术-课程”的单向整合到双向整合，在众多专家的指引下，各实验活动在如火如荼地开展着，但大部分实践者追寻的是固定的教育模式、追求信息技术与课程、课程与课程之间的融合度，忽略了教育者的存在和学习者的存在，致使在整合的道路上绕了很多弯路。笔者认为，开展课程整合，必须要发挥教育者、学习者的主观能动性。     

信息技术与初中数学学科整合的实践与思考

目前,我国已经确定在中小学中普及信息技术教育,同时要加强信息技术与其他课程的整合。本文就信息技术与课程整合的概念进行了梳理,明确了信息技术与课程整合的内涵,同时对其整合过程中出现的问题作了深入的研究。     

信息技术与高中物理教学融合之我见

信息技术与课程整合是当前课程改革的一项重要内容, 信息技术与高中物理教学的融合对学校物理课程的改革与发展产生了积极的影响.本文通过分析信息技术与物理课程整合的现状,探讨了信息技术与物理课程整合的思路及措施.     

From ICT coordination to ICT integration: a longitudinal case study

This study utilizes a school‐improvement perspective to examine the role of curriculum coordination in the integration of information and communication technologies (ICT) into primary schools. The nature and impact of this role is examined in seven primary schools in Australia. These seven schools were drawn from a longitudinal intervention that provided additional ICT‐related resources and personnel to the schools. An instrument, referred to as the Learning Outcomes and Pedagogy Attributes (LOPA) measure, was developed and charted for the seven schools over the 4‐year data collection period. The changes in LOPA score over time were then analysed in terms of the conditions at the school with regard to curriculum ICT coordination. The study concludes that the coordinator role and school leadership in general, play critical but varying roles in the complex process of ICT integration into schools. Success appeared to be associated with the support provided for the role, the extent to which the role was connected to school leadership, personal leadership characteristics of those in the role and the strategies employed within the role.     

Design of contents for ICT literacy in-service training of teachers in Korea

The importance of ICT literacy education for students and teachers in the information society cannot be overemphasized. The Korean government had developed an ICT literacy curriculum for students and teachers since 2000. It announced the ICT literacy curriculum for students in 2000 and the ISST for teachers in 2002. Most contents of the ICT literacy curriculum and ISST focused on teaching the use of application programs. However, as the IT environment changes rapidly, the parties concerned thought that the revision of the ICT literacy curriculum and ISST is indispensable. Therefore, the Korean government announced the revised ICT literacy curriculum for students in 2005. The revised ICT literacy curriculum emphasized the principles of computer science and problem-solving methods. However, although the ICT literacy curriculum was revised, there was no ICT literacy in-service training curriculum to reflect the revised ICT literacy curriculum.In this research, we designed the contents of the ICT literacy in-service training program based on the revised ICT literacy curriculum. The contents of the ICT literacy in-service training program consist of four sections: the Information society, Information devices, Information processing, and Information handling. The contents in each section of the ICT literacy in-service training curriculum are divided into two groups: mandatory and optional. There were several findings made in this study. After analyzing the opinions and requirements of experts and teachers, the ‘Information processing’ section was found to be the most important part of the ICT literacy in-service training program. It was found that the experts and teachers have different views on the contents of the ICT literacy in-service training program. Also, we found that effective teaching strategies and evaluation methods should be provided for the ICT literacy in-service training curriculum to be effective.     

Design of contents for ICT literacy in-service training of teachers in Korea

The importance of ICT literacy education for students and teachers in the information society cannot be overemphasized. The Korean government had developed an ICT literacy curriculum for students and teachers since 2000. It announced the ICT literacy curriculum for students in 2000 and the ISST for teachers in 2002. Most contents of the ICT literacy curriculum and ISST focused on teaching the use of application programs. However, as the IT environment changes rapidly, the parties concerned thought that the revision of the ICT literacy curriculum and ISST is indispensable. Therefore, the Korean government announced the revised ICT literacy curriculum for students in 2005. The revised ICT literacy curriculum emphasized the principles of computer science and problem-solving methods. However, although the ICT literacy curriculum was revised, there was no ICT literacy in-service training curriculum to reflect the revised ICT literacy curriculum.In this research, we designed the contents of the ICT literacy in-service training program based on the revised ICT literacy curriculum. The contents of the ICT literacy in-service training program consist of four sections: the Information society, Information devices, Information processing, and Information handling. The contents in each section of the ICT literacy in-service training curriculum are divided into two groups: mandatory and optional. There were several findings made in this study. After analyzing the opinions and requirements of experts and teachers, the ‘Information processing’ section was found to be the most important part of the ICT literacy in-service training program. It was found that the experts and teachers have different views on the contents of the ICT literacy in-service training program. Also, we found that effective teaching strategies and evaluation methods should be provided for the ICT literacy in-service training curriculum to be effective.     

Which factors obstruct or stimulate teacher educators to use ICT innovatively?

This article discusses the factors which stimulate or limit the innovative use of ICT by teacher educators in the Netherlands. Innovative use of ICT is defined as the use of ICT applications that support the educational objectives based on the needs of the current knowledge society. Explorative path analysis and case studies were used to study the potential influencing factors. Results show that several factors on teacher level influence the implementation of innovative ICT-use in education. Especially, teachers who are so-called ‘personal entrepreneurs’ are important for the integration of ICT in teacher education. School level factors turn out to be of limited importance for innovative use of ICT. This indicates a limited involvement of the management of teacher training institutes towards the use of ICT within the curriculum.     

ICT policy planning in a context of curriculum reform: Disentanglement of ICT policy domains and artifacts

Researchers and policy makers around the world are increasingly acknowledging the importance of developing a school-based ICT policy plan to facilitate the integration of information and communication technology (ICT) in education. Despite this interest, not much is known about how schools can develop their local ICT policy capacity and how to establish an ICT policy plan. In order to fill the gap in research on ICT policy planning, a multiple case study analysis with a mixed-method design was carried out with three Flemish primary schools. Primary schools in Flanders are encouraged by the government to develop local ICT policy planning in a context of ICT curriculum reform. Data from multiple sources (e.g. interviews with school leaders and ICT coordinators, focus group interviews with teachers, school policy document analysis, and a teacher questionnaire) were gathered and analyzed. The results indicate that ICT policy planning in schools should be considered as a multifaceted phenomenon grounded in school culture. ICT policy consists of different policy domains: vision development, financial policy, infrastructural policy, continuing professional development policy, and curriculum policy. Each policy domain can be described in terms of policy artifacts (tools, routines, and structures), and differences exist between schools concerning the involvement of teachers in the policy planning process and in the distribution of management tasks. As such, the study illustrates a distributed leadership perspective on ICT school policy planning. The results are of particular importance for school leaders, ICT coordinators and professional development trainers, and illustrates that ICT school policy is as much about developing shared meanings among stakeholders for ICT, and coordinating their relations and interactions in keeping with the school’s culture as it is about content related decisions.     

Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011

The purpose of this study was to reveal barriers encountered by Turkish primary school teachers in the integration of ICT, to propose potential enablers to overcome those barriers, and to compare the current status of ICT integration (in 2011) with the status of ICT integration in 2005. Part of the data for this comparison was gathered in 2005 as part of a doctoral study by Goktas (2006). A survey design was used to investigate the barriers and enablers. Data were collected from 1373 teachers from 52 schools in 39 provinces. The results indicate that ‘lack of hardware’, ‘lack of appropriate software materials’, ‘limitations of hardware’, ‘lack of in-service training’, and ‘lack of technical support’ were the most important barriers. The highest ranked enablers were ‘allocation of more budget’, ‘allocation of specific units for peer support’, ‘allocation of support offices and personnel for teachers’, and ‘offering higher quality pre-service training for ICT’. Other leading enablers were ‘supporting teachers to enable effective ICT use’, ‘having technology plans’, ‘offering higher quality and more quantity of in-service training’, and ‘designing appropriate course content/instructional programs’. Analysis of an independent t-test revealed that most barriers showed significant differences and most enablers showed moderate or low differences between teachers' perceptions of their situation in 2005 and in 2011.     

Gendering the ICT curriculum: The paradox of choice

This paper looks at the ICT (information and communication technology) curriculum in New Zealand secondary schools and gendered participation patterns in different specialist ICT subjects. New Zealand has a permissive ICT curriculum, comprising a variety of subjects and characterised by choice and variation in the curriculum in practice at the local level. The data that are reported include results of (i) a national questionnaire survey of secondary schools, and (ii) a qualitative case study conducted in a large, co-educational New Zealand secondary school and involving classroom observations and interviews with teachers and students. It is suggested that the permissiveness of the curriculum, which ostensibly caters for the needs of students by providing choices, may, in some circumstances, effectively reinforce gender stereotypes relating to computer interests and practices. This is a paradox of choice. Questions are raised about the nature of the ICT curriculum in New Zealand and how it may contribute to or challenge gender stereotypes, future curriculum developments and, more broadly, how we can account for persistent gendered participation patterns in ICT subjects in schools.     

Transition from traditional to ICT-enhanced learning environments in undergraduate chemistry courses

This paper describes a three-year study conducted among chemistry instructors (professors and teaching assistants) at a post-secondary institution. The goal was to explore the integration process of information and communication technologies (ICT) into traditional teaching. Four undergraduate chemistry courses incorporated a course website, an electronic forum, computerized visualizations, and Web-based projects, into their curriculum. The learning technologies were integrated to enhance inquiry-based learning, visualizations, and knowledge sharing. The current study investigated chemistry instructors’ perceptions toward ICT and their activities while practicing the newly introduced technologies. The findings showed that integrating new practices is a phase-dependent process that consists of promises as well as complexities. Four transition steps were found to characterize the integration of ICT-learning environments: non-active, support-dependant, partial-independant, and total-independant. Findings indicated that the transition from traditional to ICT-enhanced learning environments involves ambivalent feelings and dichotomy among instructors.     

Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers

Many studies related to the use of interactive whiteboards (IWBs) in educational settings have shown that IWB technology can result in enhanced presentations and in the development of student motivation and student performance. However, the relationship between the use of IWBs and Technological Pedagogical Content and Knowledge (TPACK) by teachers is yet to be fully investigated and understood. The purpose of this study was to integrate IWB technology and peer coaching to develop the TPACK of secondary science teachers in real classrooms. An IWB-based peer coaching model was developed. Participants of this study included four in-service science teachers. The sources of data included written assignments, reflective journals and interviews. The results displayed three major findings. First, science teachers used IWBs as instructional tools to share their subject-matter knowledge and to express students’ understanding. Second, the IWBs helped the science teachers who encountered teaching difficulties in the traditional classroom better implement their representational repertoires and instructional strategies. Finally, the proposed model of integrating IWBs and peer coaching can develop the TPACK of science teachers. The research implications of this study are provided along with suggestions.     

The role of local authorities in the integration of ICT in learning

Abstract How does ICT integration in learning processes depend on the support or lack of support from local authorities? Data from the SITES M2 case studies sheds light on how Danish schools attempted to meet the ‘Act on the Folkeskole’ regarding the integration of ICT in all subjects. This paper draws on the school's perspective based on interviews with the Principals, teachers and ICT coordinators, and the schools' ICT plans and strategies. The schools' perspective is then seen in relationship to the respective municipalities, ICT strategies and national ICT policy in a discussion of the implications of ICT integration on the decentralised Danish folkeskole system.