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1.
宋晓娟 《教育测量与评价(理论版)》2021,(2):14-20
信息素养是学生生存和发展的基本素养,对信息通信技术(ICT)的胜任力是反映学生信息素养的重要指标。基于PISA 2015中的ICT精熟度问卷数据,对中国四省市学生的ICT胜任力表现进行分析,考查中国学生的ICT资源、ICT使用情况以及ICT兴趣对其ICT胜任力的影响。结果发现:中国四省市学生的ICT胜任力在参测的48个国家和地区中排名靠后;不同性别、不同年级学生的ICT胜任力存在显著差异;家庭ICT资源对学生ICT胜任力有显著的正向预测作用;学生在学校使用ICT越多、在家使用ICT做作业越多,学生的ICT胜任力越高;学生的ICT兴趣越高,他们的ICT胜任力越高,学生的ICT兴趣对他们的ICT胜任力影响最大。为了提高我国学生的ICT胜任力,教育行政部门、学校、教师应充分重视ICT教育,完善ICT素养测评体系;扩大对ICT资源的投入,为学生更多地接触电子设备提供条件;加大ICT和电子设备的使用频率,在教育实践中逐步融入信息素养教育;着力培养学生对信息技术的兴趣,提高他们的ICT胜任力。 相似文献
2.
Landon S. Newby Julie M. Hite Steven J. Hite Christopher B. Mugimu 《Education and Information Technologies》2013,18(3):515-530
Information Communication Technologies (ICTs) could, if adopted and implemented appropriately, support learning and teaching in developing countries to provide young people with skills they need to participate effectively in the global economy. However, a significant digital divide still persists between developed and developing countries in terms of both physical resources and the capabilities of teachers to effectively utilize limited ICT resources. A very real challenge for schools is to acquire and effectively utilize ICT given the reality of an environment of scarce and limited resources. This study examines ICT infrastructure and use in 11 secondary schools in Mukono, Uganda using qualitative case study methods including an ICT infrastructure assessment, observations, and interviews. Stratified random sampling was used to identify 7 schools initially; 4 additional schools were also purposefully sampled based on their high levels of ICT. Findings indicate that despite limited resources, schools are investing heavily into ICT. Researchers found that teacher ICT usage at school could be grouped into three categories: administrative (86%), entertainment (45%) and pedagogical (45%). Administrators at some schools reported using ICT primarily to attract students and increase revenue. Implications of this study will assist school administrators to make informed decisions concerning further investment in ICT, efficient use of limited technology resources, and improvement of educational opportunities for students. 相似文献
3.
This paper explores the relationship among ICT infrastructure (i.e., computing devices and Internet), one-to-one computing program and student ICT activities in school. It also looks into the differences of how ICT is being used in the teaching of English, mathematics and science at the elementary school level in relation to the availability of computing devices, Internet connection and one-to-one program. A total of 360 Grade 5 students from three schools (120 students from each school) in the western part of Singapore participated in a questionnaire adapted from the Program for International Student Assessment (PISA) ICT Familiarity Component for Student Questionnaire regarding students’ ICT use. One of the participating schools has implemented a school-based one-to-one computing program for all its students for the past nine years, with the school providing the necessary computing devices for all its Grade 1 to 3 students and a student computer ownership program to encourage all its Grade 4 students to procure their own computing devices to be used till completion of elementary education at Grade 6. The regression analyses suggest that how ICT is being used plays a more significant role in predicting the frequency of ICT use for the various subject areas than ICT infrastructure and one-to-one computing program. Further analysis also reveals that one-to-one computing program and availability of computing devices have a significant interaction effect on the frequency of ICT usage for English but not for mathematics and science—the presence of computing devices seem to have an impact for the usage of ICT for English but not the other two subject areas. The findings concur with earlier studies that there are differences in frequency and how ICT is being used in the teaching of English, mathematics and science. 相似文献
4.
ABSTRACT This study examined ways in which Information and Communication Technology (ICT) plays a role in contexts between two countries: the US and South Korea, comparing individual situations and structural factors that support the use of ICT among older adults. Surveys were administered to 113 US and 104 Korean community-dwelling respondents, inquiring about their ICT use, eHealth Literacy, and Social Capital. Significant differences between the two countries were found in respondents’ educational levels, marital status, and types of social activities. A vast majority of Korean elders (77.9%) reported being current users of the Internet, compared to 63.7% of their US peers. A greater level of eHealth literacy was found among Koreans. In both groups, factors affecting eHealth literacy included educational levels and confidence in using ICT. In both countries, ICT can provide a diverse array of online resources for low-income elders to manage their health problems and maintain social connections. Hence, further services are needed to help older adults become more involved in technology in order to maximize the utilization of ICT. 相似文献
5.
《International Journal of Educational Development》2004,24(2):201-211
The impact of Information and Communication Technology (ICT) on the management practices in the Malaysian Smart Schools was investigated. The analysis revealed that the impact has resulted in changes that include the enrichment of the ICT culture among students and teachers, more efficient student and teacher administration, better accessibility to information and a higher utilisation of school resources. This analysis also revealed that time constraints, higher administrative costs, negative acceptance/support from some untrained staff, abuse of the ICT facilities and problems related to the imposed rigid procedural requirements are among the challenges encountered by the schools. 相似文献
6.
Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED project analysed different ways of grouping students in classrooms. A classification was developed that distinguishes between three ways according to two dimensions – homogeneity/heterogeneity and use of human resources. This classification differentiates among mixture, streaming, and inclusion. In this paper, an example of inclusive action, Interactive Groups (IGs), is explored in depth. Based on grouping students heterogeneously and including adults from the community in the classroom, IGs address educational inequalities and enhance learning for students participating in them. Empirical data obtained from three case studies in schools in Spain indicate that IGs are one of the most successful inclusive actions implemented in these schools. 相似文献
7.
Abstract Two surveys of the 1997–98 cohort of Postgraduate Certificate of Education students in the United Kingdom showed that students had a wide range of information and communications technology (ICT) skills at the start of their course; much of their experience had been gained during their undergraduate studies or at home. They also had considerable enthusiasm for learning more skills and using them in their future careers as teachers. However, as many other researchers have also found, students were not always able to transfer their skills to use in the classroom, although they very often used them in preparing both classroom materials and assessed coursework. Significant differences in ICT use were found between students studying different subjects; availability of ICT facilities in schools (varying between subjects) also affected use of ICT. The results are discussed in terms of attitudes to ICT in schools. 相似文献
8.
Birgit Eickelmann Julia Gerick Christian Koop 《Education and Information Technologies》2017,22(4):1527-1551
By means of an international comparison, the research presented in the article aims to identify supporting and hindering school level factors for the use of ICT in secondary school mathematics lessons. The relationship between ICT use and the performance of Grade 9 students in mathematics is examined and further integrated into a multi-level model including school level factors. Against the background of a theoretical allocation (1) the IT equipment of schools, (2) school leadership, (3) aspects of school goals and educational strategies as well as (4) teachers’ attitudes will be analyzed by means of a multi-level regression model as well as a multi-level path model including the mathematics achievement of students as measured in the context of PISA 2012. Representative school and student data from five countries, namely Australia, Germany, the Netherlands, Norway and Singapore are taken into consideration, as the integration of ICT in teaching and learning is firmly emphasized in these countries (overall 24,579 students in 1263 schools). By modeling the complex structure, school characteristics are examined with respect to their effect on the use of ICT for mathematics teaching. Moreover, the relation between different factors and students’ mathematics achievement will be synchronously assessed in the different educational systems. The results show that characteristics at school level do play a major role in the integration of ICT into teaching and learning and turn out to be relevant across the educational systems. In addition to further in-depth country-specific findings, the results point to cross-national future challenges in the field of using technologies to enhance teaching and learning. 相似文献
9.
Ulf Fredriksson Gunilla Jedeskog Tjeerd Plomp 《Education and Information Technologies》2008,13(2):83-101
The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents. 相似文献
10.
Jef C. Verhoeven Dirk Heerwegh Kurt De Wit 《Education and Information Technologies》2016,21(1):71-103
Since our first studies of information and communications technology (ICT) skills and ICT use at universities in 2004, ICT and its use by students has changed greatly. In order to obtain a more detailed picture of ICT skills, we first construct a new instrument to measure the self-perception of ICT skills (49 items) and of ICT use (53 items) by students. This allows us to find some patterns for ICT skills and ICT use. In order to explain these patterns, two basic hypotheses are formulated. The first suggests that positive ICT learning experiences at home, in school, and with peers could contribute to mastering a higher level of ICT skills and more frequent use of ICT among bachelor’s students, a hypothesis that aligns with Dewey’s learning theory. The second hypothesis suggests that there is a similarity between the characteristics of information systems and scientific research, and that students who identify more with scientific research would be more likely to have greater ICT skills and a higher frequency of ICT use. Both hypotheses are tested among bachelor’s students, using some important contextual variables (gender, domain of study, ICT course in secondary school or at university, and education level of parents). It can be concluded that there is a relationship between the ICT learning experience and the research-oriented identity commitment of bachelor’s students on the one hand, and their command of ICT skills and the frequency of use of computers, ICT instruments, and ICT programs on the other. 相似文献
11.
以一年或者更短的间隔为期,通过对学生进行标准化测试的方法,收集反映学生学习程度以及学校、教师教学能力的相关数据,是当前美国学校教育改革中的一个重要内容。文章以美国加利福尼亚州为例,考察了上述改革的实施情况,认为在《不让一个孩子掉队》（NCLB）法案推动下,相应的“学校文化”正在逐渐形成,即教师、学生和家长都开始认识到标准化测试在学生学业进步中的重要作用,成绩不好的学生也可以从中得到他们需要的帮助。在此过程中,一些在测试中成绩不佳的学校,可以以标准化测验的成绩为依据,转而雇佣职业素质更佳的校长与教师。然而,学校问责制对标准化测试的过分依赖也产生了一系列问题,如学校在有限的学科里减少与测试无关的课程安排,或者由于测试成绩不佳而惩罚一些在提高学生成绩方面能力有限的学校,包括那些学生大多是穷孩子或者移民后裔的学校。 相似文献
12.
教育大数据的发展离不开信息与通信技术(ICT)的广泛应用。基于PISA 2015学生ICT问卷和科学素养得分,通过对基础教育阶段学生个体科学素养表现的综合测评,可以详细探究包含中国在内的10个发展中国家的学生ICT水平与其科学素养得分之间的潜在关系。研究发现,以上发展中国家的学生如果在6岁及以前第一次接触电脑从一定程度上将对学生的科学素养产生积极影响;学生在学校或校外使用网络的时间如果超过4个小时或继续增加,科学素养则会出现显著下降趋势;允许学生在可控的时间范围内(如1~2小时)高效合理地使用网络,能在一定程度上提高学生的科学素养。对于中国学生,家校首先应鼓励并倡导其在"6岁及以前"接触诸如电脑等ICT设备,从而促进学生科学素养的形塑与提升;其次,工作日期间,无论是校内还是校外,家校都应严格监督并限制学生ICT电子产品以及网络的使用;再者,周末期间,家校应倡导学生在可控的时间范围内高效合理使用网络,"一刀切"或者肆无忌惮的放纵都将产生难以估量的恶性影响。 相似文献
13.
Perceived benefits and barriers to the use of high-speed broadband in Ireland's second-level schools
As part of Ireland's National Digital Strategy, high-speed broadband is being rolled out to all second-level schools to support greater use of information and communication technology (ICT) in education. This programme signals a move from slow and unreliable broadband connections for many schools to a guaranteed high-speed connection with technical support. Theoretically, this should allow for behaviours and pedagogies to adapt, incorporating ICT into education. Research shows that integrating ICT into teaching and learning is a gradual process for most teachers and is influenced by a complex mix of socio-technical factors. Our data set consists of survey data from teachers and principals from a sample of second-level schools. The survey collected factual and attitudinal variables including attitudes towards ICT integration, current availability of infrastructure and barriers to ICT use, before schools received high-speed broadband connectivity. We examine the factors influencing teachers’ attitudes to ICT and their perceived barriers in adopting new technologies in their day-to-day teaching. Analysis of this baseline period is essential in an iterative digital strategy, informing future strategies, targeting policy most effectively and achieving policy objectives. While attitudes towards the potential of high-speed broadband and use of ICT are consistently positive across sub groups of schools and teachers, perceived barriers to ICT usage differ. 相似文献
14.
This study investigated the opportunities for learning afforded by access to mobile phones, and the associated challenges created by their use in a peri-urban private secondary school in Uganda. The study was motivated by availability of phones with facilities to connect to the Internet and to access free open education resources (OERs), which if used appropriately, could support changes in pedagogy required to promote learning in rural schools in Uganda. Information was collected using interviews, observations and focus group discussions with parents, students and their teachers between June 2014 and July 2015. Results show a slow positive change in attitude amongst teachers and parents that phones are useful in learning; an increased enthusiasm and eagerness among students, and more engaging and interactive lessons. Some teachers found challenges in accessing education resources due to poor Internet connectivity, while others required skills and knowledge about appropriate OERs that promote interactive learning. The study recommends re-skilling of teachers to use mobile phones to access the Internet, use of OERs and ICT interactive pedagogies especially in schools with limited access to computers and Internet connectivity. 相似文献
15.
The digital literacy debate: an investigation of digital propensity and information and communication technology 总被引：1，自引：0，他引：1
Angelique Nasah Boaventura DaCosta Carolyn Kinsell Soonhwa Seok 《Educational technology research and development : ETR & D》2010,58(5):531-555
Research suggests students’ use of information and communication technology (ICT) may be more a matter of digital literacy
and access rather than a generational trait. We sought to identify ICT preferences of post-secondary students (N = 580) through a Digital Propensity Index (DPI), investigating communication methods, Internet practices and the creation
of online content. Age, gender and socioeconomic status were examined as factors which might explain why students use ICT.
Results suggest age is a factor in ICT use but that it is not the most important consideration; the gender gap and gaps between
socioeconomic groups in terms of ICT use may be closing. The findings raise a variety of implications for institutions training
pre-service teachers, curriculum developers designing instructional materials and educational leaders developing ICT policy
for schools. 相似文献
16.
Jianwei Zhang 《Educational technology research and development : ETR & D》2007,55(3):301-314
The Eastern cultural tradition, together with other social factors, has shaped a group-based, teacher-dominated, and centrally organized pedagogical culture. Drawing upon this cultural perspective, this article reviews the development of information and communication technologies (ICT) in Eastern schools, including ICT planning and management, hardware infrastructures, software resources and services, professional development, and ICT-supported educational practices. It highlights the impact of the pedagogical culture on technology use, as well as the role of technology in pedagogical change. The review suggests a number of critical challenges Eastern educators need to address. 相似文献
17.
Jerry Wellington 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):233-244
The use of ICT (information and communication technology) in homes is growing faster than its use in schools and colleges—and there are already more systems in homes than in educational settings. This article argues that we should attempt to enter the area which most research on ICT in education tends to ignore: the secret garden of the learner at home. It is based partly on two pilot case-studies of secondary schools and a small sample of their students. Given the paucity of research in this area the article poses more questions than it answers. What are the implications of ICT use at home for teachers in schools? Do home systems interfere with school education or can they be used to enhance it? How should teachers respond to, and assess, work done using home ICT? Is the home situation widening the gap between one set of pupils (the "haves" of ICT) and another? Suggestions for school policies and action research for the future are put forward. 相似文献
18.
Information and communication technologies (ICTs) have become ubiquitous in most people’s lives. Yet, within the developing and emerging regions, there are still many who have not fully benefitted from ICTs. This article reports on a research project that focused on investigating the barriers, opportunities and impact that ICTs have on the teaching and learning of mathematics in South African schools. A quantitative research methodology in the form of a survey was used to assess South African mathematics teachers’ access to and use of ICTs and mobile technologies. A literature study revealed that there were universal barriers (i.e. lack of access to resources, time, effective training, confidence; resistance to change and negative attitudes; and no perception of benefits) and numerous opportunities for using ICTs in teaching and learning in general, and in subjects such as mathematics and science, in particular. The survey findings suggested increased deployment of ICT resources; introduction of more ICT training opportunities for teachers and students; and the firm adoption of ICT policies and directives within the education domain. 相似文献
19.
Andrea Ibieta J. Enrique Hinostroza Christian Labbé Magdalena Claro 《Technology, Pedagogy and Education》2017,26(4):425-438
Evidence shows that teachers’ use of information and communication technology (ICT) in the classroom is still limited in variety and frequency. However, their use of ICT outside the classroom, while more frequent, has been less studied. Our research aims to identify personal factors associated with teachers’ ICT use inside and outside the classroom. Data from a questionnaire administered to a nationwide sample of 6932 teachers in Chile was used to characterise their activities and perceptions associated with ICT. Multiple regression analyses were applied to determine relationships between them. The findings show first, that teachers use ICT more frequently outside the classroom for class preparation; second, that their perceptions of ICT impact on professional practice is the main factor associated with their use of ICT inside and outside the classroom; third, that less experienced teachers use communication tools with colleagues and students more often; and finally, that there is a need to examine teachers’ use of (ready-made) Internet resources. 相似文献
20.
Michelle Selinger 《Technology, Pedagogy and Education》2013,22(1-2):143-156
Abstract There is a growing body of evidence which suggests that information and ccommunications technology (ICT) can support, enhance and extend learning potential. Yet this all presupposes that students are confident and competent users of technology based on assumptions that presume they are conversant with basic applications. This article seeks to explore the tensions of teaching ICT skills in ways that enable students to perceive the benefits and potential of using computers to support their work. It also considers how much direct instruction is needed in order for sufficient competence to be acquired which will subsequently enable students to learn to use other features of the application to maximise these benefits. ICT as a cognitive tool is described and the development and design of ICT resources and lessons are also considered. 相似文献