共查询到20条相似文献，搜索用时 93 毫秒
1.
Information Technology (IT) changes very quickly and influences business, industry and the public in an enormous manner. Outsourcing of IT jobs to cheaper overseas labor and globalization of IT companies become a common practice. Graduates of IT university courses must be well prepared to address the needs and expectations of business, industry and every day life. Many factors in an Information Technology curriculum influence graduates’ professional preparation and image. The most important of them is to reflect technology change, the current state of knowledge of computing, business and industry demands and students’ expectations. The aim of our project was to develop a new Bachelor of IT curriculum that satisfies these requirements. In this report we concentrate our attention on two critical aspects of IT curriculum content, the modern technologies to be used to illustrate basic concepts and principles of computing, and the generic skills that each graduate is expected to acquire to get a job in Australia. 相似文献
2.
We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers’
science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists
of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. The curriculum
materials and workshops are designed to complement and reinforce each other in improving teachers’ knowledge, beliefs, and
practices in science instruction and English language development for ELL students. In addition to these primary goals, secondary
goals of the intervention included supporting mathematical understanding, improving scientific reasoning, capitalizing on
students’ home language and culture, and preparing students for high-stakes science testing and accountability through hands-on,
inquiry-based learning experiences. 相似文献
3.
The purpose of this study was to examine the experiences of preservice elementary teachers in a content-specific field-based
experience with elementary science specialists. Data collected from electronic discussions, interviews, and observations in
the field revealed preservice teachers experienced a wide range of instructional and assessment strategies in specialists’
classrooms, but failed to generalize aspects of the specialist model of science instruction to traditional models for delivery
of science instruction at the elementary level. Implications for supporting preservice teachers’ learning to teach science
through participation in a field experience with specialists are discussed. 相似文献
4.
Jazlin Ebenezer Russell Columbus Osman Nafiz Kaya Lin Zhang Devairakkam Luke Ebenezer 《Journal of Science Education and Technology》2012,21(1):22-37
The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD)
education and training in innovative technologies (IT) in the context of engaging students in environmental research projects
The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute
programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental
research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency
illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions
of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities
in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due
to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential
to produce significant increases in students’ perceptions of their IT fluency. 相似文献
5.
Arthur D. Tatnall 《Education and Information Technologies》2010,15(4):239-254
In this article I will note that Information Systems is a socio-technical discipline that is subject to rapid change and argue that changes in Information Systems curriculum can best be thought of as innovations and considered through the lens of innovation theory. In a socio-technical area like this where the contributions of both human actors (including academics, students and employers) and non-human actors (such as computers, programming languages and university infrastructure) must be taken into account, this article proposes the use of actor-network theory as a means of understanding more of the innovation process. The adoption of the programming language Visual Basic by an Australian university in the 1990s is used as an example of how actor-network theory can identify and explain some of the important issues in curriculum change. 相似文献
6.
Kelly L. Heider 《Early Childhood Education Journal》2009,36(6):513-518
The rapid growth of information over the last 30 or 40 years has made it impossible for educators to prepare students for
the future without teaching them how to be effective information managers. The American Library Association refers to those
students who manage information effectively as information literate. Information literacy instruction has been a priority in many secondary schools since the American Association of School
Libraries published the Information Literacy Standards for Student Learning in 1998. Although these standards were written for grades K-12, information literacy is still not the focus in many early
childhood classrooms. This article discusses the importance of information literacy instruction in early childhood education.
Research suggests that early information literacy instruction, using informational texts and collaborative, teacher–librarian
curriculum planning, promotes critical thinking and increases the ability to problem-solve—two skills necessary for survival
in today’s Information Age. 相似文献
7.
王智腾郝文婷 《宁波大学学报(教育科学版)》2023,(1):126-132
“十四五”时期,我国扎实推进共同富裕,不断缩小区域差别、城乡差别和贫富差别。县域教育在我国扎实推进共同富裕中具有基础性、先导性和事关全局的重要战略地位。县域教育现代化重点聚焦立德树人、学生发展、文化传承和均衡发展等方面。县域教育治理现代化应以建设城乡教育共同体、建立县域教育综合评价体系、落实城乡学校的办学自主权和构建开放的乡村教育体系为推进方向,为新时代我国共同富裕提供县域教育智慧。 相似文献
8.
Avril Loveless Tim Denning Tony Fisher Chris Higgins 《Education and Information Technologies》2008,13(4):345-355
The paper is a theoretical reflection on a research study of ‘Create-A-Scape’, a software resource for making mediascapes
to support learning in the primary and secondary school curriculum. Mediascapes are collections of location-sensitive texts,
sounds and images that are geo-tagged or ‘attached to’ the local landscape, and learners use mobile technologies, such as
PDAs, to roam in a space or landscape to detect and respond to these multimedia tags. The study, commissioned by Futurelab,
was conducted in the summer of 2007 in England. Its aims were to investigate the Create-A-Scape resource and present insights
into its use, perceptions of use, and the implications and potential of mediascape tools for learning, teaching and pedagogy.
A survey of all who had downloaded the software outlined early perceptions and use of the resource. Five selected case studies
were developed through visits, observations and interviews with teachers and pupils using the resources to create mediascape
activities. A cross-case analysis articulated three distinctive theoretical perspectives, namely creativity, teacher knowledge
and a sense of place. The paper presents the conduct and findings of the study, develops the discussion of the theoretical
framework, and considers the potential of such resources for mobile technologies in curriculum integration, and supporting
learning in meaningful physical places. 相似文献
9.
David Silva Kathleen L. McFadden 《Decision Sciences Journal of Innovative Education》2005,3(2):307-321
The purpose of this study is to explore how well a curriculum that combines operations management and information systems uniquely prepares students for the workforce. To address our research questions, a Web‐based survey was developed. We sent our survey to 203 alumni that graduated from the Department of Operations Management and Information Systems at Northern Illinois University. We assess alumni perceptions of how well our department prepared them in general and technical skills as well as how important these skills were in their current position. We investigate factors useful in predicting preparedness for both general business and technical skills. Overall, students felt prepared in most of the important skills we studied. We also found a significant positive relationship between alumni‐perceived importance of general and technical skills and perceived preparedness for those skills. More recent graduates felt the most prepared for both general business and technical skills. Our findings highlight the importance of general skills for future advancement and caution educators against overemphasizing currently popular technical tools at the expense of teaching the more general business skills. Results presented here provide new knowledge for curriculum designers at the intended institution and lessons for other schools. This research also provides a methodology or process that can be repeated at other institutions that combine information systems with operations management, or with other functions such as decision sciences or accounting. An implication of the results is that schools redesigning their programs may want to consider a curriculum that combines operations management and information systems. 相似文献
10.
《Journal of Further & Higher Education》2012,36(2):3-6
Summary This article arises from course design and curriculum development work carried out by the authors with respect to a novel engineering degree course, the Master of Engineering in Electronic Systems Engineering, at Kingston Polytechnic. This degree has been validated by the Council for National Academic Awards and commenced at Kingston in October 1984. This four and a half year course is innovative in that contains a significant business/management component as an integral part of the curriculm. The background for engineers¶ education in the United Kingdom is out‐lined, and a somewhat polemical view of their education for the future is advanced. The authors believe that if engineers are to manage technological innovation, they must first of all become managers in business firms. They must be taught from the start to think of themselves as business professionals with others, and they must be taught to think as corporate technologists rather than as engineering technicians. The structure of the course is outlined and the learning objectives of the subjects comprising the business/management component are given. The authors hope that the ideas presented in this article will contribute towards other educational initiatives to change engineers' attitudes and develop their expertise as managers of technological innovation in business firms. 相似文献
11.
高师院校《现代教育技术》公共课教学的新模式——关于《现代教育技术》公共课教学的改革构想 总被引：11，自引：0，他引：11
该文基于对高师《现代教育技术》公共课教学现状和问题的考察 ,提出了以“面向全体师范生 ,切实提高教育技术应用能力”为目标 ,构建高师《现代教育技术》公共课教学新模式的若干设想。内容主要包括教学内容改革设想 ,教学方法与教学模式的改革设想以及教学管理与评估改革设想三个方面。其中教学模式的改革是本构想的核心 ,其关键是实现《现代教育技术》公共课与学科专业教学的三个结合 ,即 :教学设计和常规媒体技术与学科专业教学相结合 ;现代信息技术应用与计算机公共课教学相结合 ;教育技术技能的训练和评估与微格教学和教育实习相结合等 相似文献
12.
Tara E. Higgins Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical
research synthesizes the effective elements of professional development programs that support science teachers in learning
about technology integration. Studies are examined that explore how professional development supports technology use within
inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding
and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination
of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning
beyond formal professional development programs.
相似文献
| Tara E. HigginsEmail: |
13.
劳信超 《广东技术师范学院学报》2007,(9):110-115
创新是教育进步的灵魂,也是教育事业兴旺发达的动力源泉。我们作为教育工作者,在《教育信息处理》课改中着眼于课题的改革与创新,主要从教学理念、现代教育技术与课程整合、教学模式、检验教学效果的方式等方面进行创新,试图摸索出一条符合现代教学课题改革创新之路。 相似文献
14.
研究性学习的课程与教学价值探析 总被引：5，自引：0，他引：5
研究性学习带来的不仅是一种学习方式的变革,而具有着课程与教学整合视角的深层意蕴。在课程领域,表现为课程本质观的更新、课程研究领域的拓展、课程开发主体的重建及课程教学形式的创新;在教学领域,通过对传统教学认识论的反动建构着新的教学观;研究性学习更从实践层面为整合态的课程教学的生成提供了启示。 相似文献
15.
Shu-Fen Lin Wen-Hua Chang Yeong-Jing Cheng 《International Journal of Science and Mathematics Education》2011,9(6):1367-1389
The processes of curricula, textbooks and student resources development have been broadly surveyed and studied while teachers’
guides have received comparatively little consideration throughout recent reforms in science education. Ideal curriculum materials
align instruction with the goals of reform. Well-designed teachers’ guides contribute to communicating and supporting reform-based
teaching. The purpose of this study was to investigate the functions and assistance that guides provide science teachers.
A questionnaire was developed and administered to science teachers from a stratified sample of elementary and junior high
schools in Taiwan. The findings indicated that the guides were of greater benefit to elementary school science teachers than
they were to junior high teachers. These groups of teachers perceived the guides’ usefulness differently, but they believed
that a clear, concise presentation of the purpose, reminders, answer keys, concept maps of the main topics and learning progression
provided the most helpful and preferred layout. Teachers felt that the function of a teachers’ guide is to provide teaching
resources rather than to guide teacher thinking. This study discusses design suggestions that can engage teacher thinking. 相似文献
16.
Phillip A. Towndrow 《Asia Pacific Journal of Education》2004,24(1):105-116
Recent educational reforms in China are placing increasing emphasis on the integration of new technologies in the English language curriculum. At the same time, a debate has begun concerning the effectiveness of Information Technology (IT) usage in transforming language pedagogy in the Chinese context. In response to points made in the discussions published to date, this paper describes an attempt to instill new ways of viewing the potential of IT with a group of practicing teachers studying for a Post‐graduate Diploma in English Language Teaching in Singapore. End‐of‐course survey data were used to identify what the trainees found surprising about the course. This method uncovered some of their hopes and fears about using IT in their future classes and provided clues as to how to bring about positive learning outcomes with IT. Discussion of the results shows that Chinese teachers share similar challenges as their counterparts in the West when it comes to using IT for the first time. The paper ends with a string of suggestions about how to begin the process of innovation with IT, both in and beyond China. 相似文献
17.
Wayne Melville Xavier Fazio Anthony Bartley Doug Jones 《Journal of Science Teacher Education》2008,19(5):477-494
In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect
on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice
science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive
implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice
teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the
curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and
moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues. 相似文献
18.
Fay Cobb Payton Sharon D. White Victor W. A. Mbarika 《Decision Sciences Journal of Innovative Education》2006,4(2):191-213
With the changing demographics of the American workforce, the National Science Foundation, along with the U.S. Department of Commerce, has highlighted the shortage of minorities in information technology (IT) careers ( http://www.ta.doc.gov/Reports/itsw/itsw.pdf ). Using data from a 6‐year period and the psychology Involvement‐Regimen‐Self Management‐Social (IRSS) network theory as defined by Boice (1992) , we discuss lessons learned from mentoring a group of Information Systems doctoral students who are members of a pipeline that can potentially increase the number of underrepresented faculty in business schools and who made conscious decisions to renounce the IT corporate domain. While our lessons speak to the need for more diversity awareness, we conclude that effective mentoring for underrepresented groups can and should include faculty of color (though limited in numbers) as well as majority faculty who are receptive to the needs and cultural differences of these student groups. Lastly, we draw on the work of Ethnic America to provide additional insight into our findings that are not offered by IRSS network theory. 相似文献
19.
南国农 《现代远程教育研究》2013,(1):3-6
信息技术表现为两种形态:物化形态和智能形态。人们日常所说的信息技术,其理解有三种,一是指计算机技术;二是指计算机技术与网络技术的组合;三是指视听技术、计算机技术、整合技术。第三种理解显然是合理的。信息技术的教育功能是优化教育,其优化标准是最大效果和最短时间。信息技术在学校中的应用是优化学、教、管,而非代替学、教、管。互联网进入教育教学,不会取代其他媒体,不会取代教师,也不会让学校消失。未来的教育会有机地融合虚拟的网络学校和现实的传统学校。在信息时代,教师如何提升信息技术素养,最重要的是要做好两件事:一是进行信息技术与课程整合,创新精品课程。这里所说的整合,不是简单地将信息技术运用到课程教学中,而一定是伴随着教育思想、教学方式的变革。在整合的过程中,不能一味强调能力培养,忽视知识传授;不能一味强调在线学习,轻视离线学习;不能一味强调探究学习,否定接受学习;不能一味强调学生主体,放弃教师主导。二是进行培训。世界各发达国家都非常重视对教师教育技术能力培训,投入大量经费。高校对教师教育技术培训应采取积极的态度和措施,除一般的信息技术基本操作,还应重视新理论、新技术、新模式的学习。 相似文献
20.
An external change agent (ECA) was recently employed in three Queensland schools to align the school curriculum with the requirements
of the state’s high stakes test known as the Queensland Core Skills test (QCS). This paper reports on the teachers’ perceptions
of a change process led by an ECA. With the ever-increasing implementation of high stakes testing in Australian schools, teachers
are under mounting pressure to produce ‘results’. Therefore, in order to maximise their students’ success in these tests,
schools are altering their curricula to incorporate the test requirements. Rather than the traditional method of managing
such curriculum change processes internally, there is a growing trend for principals to source external expertise in the form
of ECAs. Although some academics, teachers, and much of the relevant literature, would regard such a practice as problematic,
this study found that in fact, teachers were quite open to externally led curriculum change, especially if they perceived
the leader to be knowledgeable and creditable in this area. 相似文献