香港資訊科技教育的發(fā)展課件

ITinEducationIntroduction香港資訊科技教育的發(fā)展DevelopmentofITinEducationinHKITinEducationIntroduction香港資1香港教育技術(shù)發(fā)展FirstComputerCourseinsec.sch.第一個(gè)中學(xué)電腦課程ITinEd資訊科技教育應(yīng)用IntegratewithCurriculum與課程整合199820041982技術(shù)學(xué)習(xí)Technology資訊科技應(yīng)用ITinEducationPun,S.W.(2000).香港教育技術(shù)發(fā)展FirstComputerCourse21997施政報(bào)告PoliceAddress推行為期五年的資訊科技教育策略，鼓勵(lì)學(xué)校應(yīng)用資訊科技，提高教與學(xué)的成效。協(xié)助教師掌握必要的資訊科技應(yīng)用技巧；利用電腦輔助各個(gè)學(xué)科的授課和學(xué)習(xí)；以及讓學(xué)生在校內(nèi)活動(dòng)多應(yīng)用資訊科技，從小習(xí)慣活學(xué)活用。在五年內(nèi)，讓至少百分之二十五的課程利用新科技輔助教授；在十年內(nèi)，使資訊科技能廣泛應(yīng)用于校園生活每個(gè)環(huán)節(jié)，而所有教師和中五畢業(yè)生都能夠運(yùn)用自如。.hk/gb/.hk/pa97/chinese/cpaindex.htm1997施政報(bào)告PoliceAddress推行為期五3199819984激發(fā)和維持學(xué)生的學(xué)習(xí)興趣；25%的課程上採用資訊科技來輔助教學(xué)活動(dòng)；擴(kuò)闊學(xué)生的視野，豐富他們的學(xué)習(xí)經(jīng)驗(yàn)，幫助他們發(fā)展具創(chuàng)意的思維。隨激發(fā)學(xué)生的創(chuàng)意；鼓勵(lì)學(xué)生不斷自學(xué)進(jìn)修，培養(yǎng)合作精神。資訊科技鼓勵(lì)學(xué)生按其本身程度學(xué)習(xí)，養(yǎng)成自學(xué)的習(xí)慣，令他們終生受惠。與此同時(shí)，資訊科技也會(huì)加強(qiáng)學(xué)生的溝通技巧和合作精神。目標(biāo)Objectivestoarouseandmaintainourstudents’motivationtolearn.tohaveteachingandlearningin25%ofourcurriculumsupportedbytheuseofITinfiveyears’time;tobroadenourstudents’horizons,soastoenrichtheirlearningexperienceandfacilitatethedevelopmentofacreativemind.andtoencourageindependentlifelonglearningandinstilteamspirit.激發(fā)和維持學(xué)生的學(xué)習(xí)興趣；25%的課程上採用資訊科技來輔助教5工作Missions協(xié)助教師適應(yīng)他們作為“推動(dòng)者”的新角色，讓他們盡快習(xí)慣使用資訊科技，並掌握運(yùn)用資訊科技的普通技巧；在學(xué)校課程加入資訊科技成分，並以更有系統(tǒng)的方法提供更多教育軟件；按照各間學(xué)校的準(zhǔn)備狀況，逐步向它們提供更多資訊科技設(shè)施，並協(xié)助學(xué)?？朔鼈?cè)谵D(zhuǎn)用以資訊科技為本的教與學(xué)模式時(shí)所遇到的實(shí)際環(huán)境方面的限制；建立網(wǎng)絡(luò)基建，方便教育界人士共用教育資源，促進(jìn)他們之間以及與社會(huì)各界人士互通訊息。helpingourteacherstosettleintheirnewroleasa“facilitator”andbecomecomfortableandhabitualITusersassoonaspossible;incorporatingITelementsintheschoolcurriculumandenhancingprovisionofeducationalsoftwareinamorestructuredframework;progressivelyenhancingtheprovisionofITfacilitiesforschoolsinlinewiththeirreadiness,andworkingwithschoolstoovercomephysicalconstraintsintheadaptationtoIT-basedteachingandlearning;andbuildingupanetworkinfrastructuretofacilitatesharingofeducationalresourcesandcommunicationswithintheeducationsector,andbetweentheeducationsectorandthecommunity.工作Missions協(xié)助教師適應(yīng)他們作為“推動(dòng)者”的新6教師培訓(xùn)資訊科技能力水平ITCompetency基本程度中級(jí)程度中上程度高級(jí)程度2000-012002-03100%75%25%1至2人100%:在職教師pre-service:職前培訓(xùn)in-service教師培訓(xùn)資訊科技能力水平ITCompe7基本程度BasicITCompetency認(rèn)知需要扮演學(xué)習(xí)的推動(dòng)者這個(gè)新角色，並能掌握一般電腦操作及基本技巧，例如文書處理、瀏覽互聯(lián)網(wǎng)，以及操作現(xiàn)成的教學(xué)軟件?？赡茼毥邮芗s18小時(shí)訓(xùn)練；PreparetobelearningfacilitatorsKnowbasicoperationslikewordprocessing,webbrowsingOperatecourseware18hoursoftraining基本程度BasicITCompetency認(rèn)知需8中級(jí)程度IntermediateITCompetency在授課和備課時(shí)，懂得運(yùn)用一些資訊科技工具，應(yīng)用互聯(lián)網(wǎng)及內(nèi)聯(lián)網(wǎng)上的教學(xué)資源。須接受約30小時(shí)訓(xùn)練；KnowhowtoapplyITtoolsinpreparationofteachingmaterialsandinteachingKnowhowtouseresourcesintheInternetorIntranet30hoursoftraining中級(jí)程度IntermediateITCompetenc9中上程度UpperIntermediateCompetency懂得使用電腦聯(lián)網(wǎng)解決簡(jiǎn)單的硬件和軟件問題可靈活地運(yùn)用編寫軟件來備課能夠充分理解不同資訊科技工具和資源的特點(diǎn)及用途。接受約30小時(shí)訓(xùn)練；KnowhowtouseLANSolvesimplehardwareandsoftwareproblemsDevelopcoursewareUnderstandthecharacteristicsandusesofdifferentITtools30hoursoftraining中上程度UpperIntermediateCompet10高級(jí)程度AdvancedITCompetency具備知識(shí)理解電腦管理教學(xué)系統(tǒng)的功能檢討電腦教學(xué)程式的成效利用資訊科技設(shè)計(jì)教材選擇適當(dāng)?shù)馁Y訊科技設(shè)備，以配合學(xué)校的需要。KnowledgeUnderstandhowaLearningManagementSystemworksEvaluatetheeffectivenessofcoursewareDesigncoursewareusingITChoosesuitableITequipmenttosuittheschoolneeds課程高級(jí)程度AdvancedITCompetency具備知11高級(jí)程度AdvancedITCompetency功能就教學(xué)方面應(yīng)用資訊科技的事宜，向同事提供意見；在學(xué)校推廣資訊科技文化；為學(xué)校制訂校本資訊科技計(jì)劃或研製教學(xué)軟件；管理學(xué)校的資訊科技系統(tǒng)；訓(xùn)練以兼讀方式，在兩年內(nèi)接受約120小時(shí)訓(xùn)練。在受訓(xùn)期間，學(xué)校或免除有關(guān)教師的部分教學(xué)職務(wù)。FunctionProvideconsultativeserviceonIT-relatedmatterstootherteachersPromoteITcultureDeviseschool-basedITplanordevelopcoursewareManagetheITinfrastructureTraining–part-timebase,120hoursoftraining高級(jí)程度AdvancedITCompetency功能F12第一個(gè)五年計(jì)劃FirstFive-yearPlan以硬件及網(wǎng)絡(luò)建設(shè)為主教師培訓(xùn)以技術(shù)為主，雖提及教師角色的轉(zhuǎn)換，但未有確實(shí)的策畧F(tuán)ocusedathardwareandinfrastructureTeacherstrainedwithskills.Teachers’rolechangementioned,butnostrategytosubstantiate第一個(gè)五年計(jì)劃FirstFive-yearPlan以硬13進(jìn)展評(píng)核ProgressEvaluationPreliminaryStudyonReviewingtheProgressandEvaluatingtheInformationTechnologyinEducation(ITEd)Projects(December2000-August2001).hk/index.aspx?langno=1&nodeID=2304

OverallStudyonReviewingtheProgressandEvaluating

theInformationTechnologyinEducation(ITEd)Projects1998/2003

FinalReport(February2005).hk/index.aspx?langno=1&nodeID=4411進(jìn)展評(píng)核ProgressEvaluationPrelim14Findings(2002)教與學(xué)香港的硬體，軟體與及網(wǎng)絡(luò)設(shè)施已大幅進(jìn)步教師與學(xué)生的資訊科技能已大幅提昇很多教師仍將個(gè)人的角色設(shè)定為知識(shí)的提供者，在香港的學(xué)校中，範(fàn)式轉(zhuǎn)向(從教師為中心轉(zhuǎn)為以學(xué)生為中心)沒有明顯的出現(xiàn)某些學(xué)校，由於領(lǐng)導(dǎo)階層有明確的視野及對(duì)資訊科技教育作為課程及教學(xué)改革的先行者有深刻的認(rèn)識(shí)，出現(xiàn)了一些創(chuàng)新的教學(xué)模式TeachingandLearningThehardware,softwareandnetworkinginfrastructureprovisionsinHongKongschoolshavebeengreatlyimproved

anoticeableimprovementintheteachers’andstudents’ITskillssince1998.Manyteachersstillperceivetheirrolemainlyasprovidersofknowledge,thereisnonoticeableparadigmshift(teacher-centredtostudent-centred)inteachingpracticeacrossthegeneralpopulationofschools,innovativepedagogieshavesuccessfullyemergedinsomeschoolswheretheschoolleadershiphasaclearvisionandunderstandingoftheITEdinitiativeasoneofpromotingcurriculumandpedagogicalreform.Findings(2002)教與學(xué)Teachingand15Findings(2005)連接與應(yīng)用香港的小學(xué)，中學(xué)及特殊學(xué)校平均每校有89.8,237,71部電腦所有學(xué)校電腦均可上網(wǎng)，95.8%(小學(xué)),97.6%(中學(xué))及93.9%(特殊學(xué)校)使用寬帶上網(wǎng)96%學(xué)校校長(zhǎng)每天在學(xué)校上網(wǎng)，在家上每天上網(wǎng)的在94%以上。96%教師每天在學(xué)校上網(wǎng)，在家上每天上網(wǎng)的在97%以上.小學(xué)生來說，22.2%小三學(xué)生，22.8小六學(xué)生每天在學(xué)校上網(wǎng)多於一小時(shí)。45.9%及71.9%每天在家上網(wǎng)多於一小時(shí)中學(xué)生來說，17.7%中二學(xué)生,12.1%中四學(xué)生,11.1%中六學(xué)生每天在學(xué)校上網(wǎng)多於一小時(shí)；83.2%,87.1%,82.1%每天在家上網(wǎng)多於一小時(shí)特殊學(xué)校學(xué)生來說，30.4%每天在學(xué)校上網(wǎng)多於一小時(shí)；45.1%每天在家上網(wǎng)多於一小時(shí)Access,connectivityandusageTheaveragenumbersofcomputersperschoolare89.8,237and71forthePrimary,SecondaryandSpecialSchoolSectorsrespectively,AllschoolsreportedhavingInternetconnections.Amongthem95.8%(primaryschools),97.6%(secondaryschools)and93.9%(specialschools)reportedthattheInternetconnectionwasbroadband.Over96%ofschoolheadsmakeatleastsomedailyuseofITatschooland94%ormoreathome.Forteachers,over96%makesomedailyuseofITatschoolandover97%athome.Forprimaryschoolstudents,22.2%ofP3and22.8%ofP6reportedusingcomputersformorethanonehourperdayatschooland45.9%and71.9%respectivelyformorethanonehourperdayathome.IntheSecondarySchoolSector,17.7%ofS2students,12.1%ofS4studentsand11.1%ofS6studentsreportedmorethanonehour’suseperdayatschooland83.2%,87.1%and82.1%respectivelyformorethanonehourdailyathome.30.4%ofspecialschoolstudentsreporteddailyuseofmorethanonehouratschooland45.1%athome.Findings(2005)連接與應(yīng)用Access,co16Findings(2005)教師培訓(xùn)所有受訪教師都已接受基本程度培訓(xùn)，89.2%小學(xué)教師，89.3%中學(xué)教師，92.2%特殊學(xué)校教師都已接受中等程度或以上程度的培訓(xùn)教師反映，培訓(xùn)課程應(yīng)減少技術(shù)訓(xùn)練而著重教與學(xué)上的應(yīng)用與專業(yè)上的發(fā)展及同儕間在學(xué)科教學(xué)上的經(jīng)驗(yàn)分享76.8%至87.3%的教師認(rèn)為他們未能於教學(xué)中使用資訊科技的理由是他們?nèi)狈r(shí)間及公開考試的壓力他們希望可以適當(dāng)?shù)募夹g(shù)支援及由專人來評(píng)選適當(dāng)?shù)慕虒W(xué)軟件.Teacherenablementallofthosewhorespondedtothisitemreportingtohavecompletedatleastbasic(BIT)leveland89.2%ofprimary,89.3%ofsecondaryand92.2%ofspecialschoolteachershavingreachedintermediate(IIT)levelorabove.teachersfeeltheyneedlesstrainingwithregardtotechnicalexpertiseandmorefocusintheirprofessionaldevelopmentoneffectivepedagogicaluseofITandsharingofexperienceswithsubject-basedcolleagues.From76.8%to87.3%ofteachersreportedthattheyhadexperiencedrestrictionsimposedbyinsufficienttimeandexcessiveworkload.thepressuresofthepublicexamination-drivensystemwereanothercommonreasonfornotincorporatingITintotheirteaching.Ongoingtechnicalsupportaswellassupportinlocatingandevaluatingsuitableteachingsoftwareisconsideredbyschoolheadsandteacherstobeofutmostimportance.Findings(2005)教師培訓(xùn)Teacherena17Findings(2005)課程，教學(xué)及資源資訊科技較多使用，多用於搜尋資訊及準(zhǔn)備教學(xué)材料及筆記於關(guān)鍵學(xué)習(xí)領(lǐng)域教學(xué)較多使用小學(xué)：文科領(lǐng)域：82.4%；英語(97.6%)中學(xué)：中文：91.8%；科學(xué)：98.7%教師為中心多於以學(xué)生為中心Curriculum,pedagogyandresourcesincreasinguseofITbyteachers,insearchingforinformationandpreparingnotes/coursematerialsevidenceofincreasinguseofITinteachingandlearningacrossKLAssincethePreliminaryStudy.PrimarySchoolSector：from82.4%(onArt)to97.6%(onEnglish)SecondarySchoolSector:from91.8%(onChinese)to98.7%(onScience).ActualclassroomuseofITisstillmorerelatedtoteacher-centredratherthanstudent-centredlearning,Findings(2005)課程，教學(xué)及資源Curricu18學(xué)習(xí)於家中使用電腦大幅多於在學(xué)校使用主要用於娛樂、搜尋資訊；亦有用於學(xué)習(xí)StudentlearninguseofITathomeismuchhigherthantheiruseinschool.theyusedITmainlyforentertainmentandsearchinginformationoutsideschool;butalsoforlearning-relatedwork.學(xué)習(xí)Studentlearning192004EnpoweringTeachingandLearningwithIT(July2004).hk/index.aspx?langno=1&nodeID=24972004EnpoweringTeachingandLe202004善用資訊新科技開拓教學(xué)新世紀(jì)

EmpoweringLearningandTeachingwithInformationTechnology目標(biāo)一：利用資訊科技加強(qiáng)學(xué)習(xí)者的能力─目標(biāo)二：利用資訊科技加強(qiáng)教師的教學(xué)能力目標(biāo)三：配合知識(shí)年代提升學(xué)校領(lǐng)導(dǎo)能力目標(biāo)四：豐富數(shù)碼學(xué)習(xí)資源目標(biāo)五：改善資訊科技基礎(chǔ)設(shè)施及利用資訊科技創(chuàng)新教學(xué)法目標(biāo)六：進(jìn)行持續(xù)研究及發(fā)展目標(biāo)七：推動(dòng)社區(qū)支援及社群建立.hk/gb/.hk/index.aspx?langno=2&nodeID=2677

2004善用資訊新科技開拓教學(xué)新世紀(jì)

Empowering212004年三年計(jì)劃Three-yearsPlan深化以往的政策注重落實(shí)於教與學(xué)DeepenwhathavebeendoneMorefocusedatteachingandlearning2004年三年計(jì)劃Three-yearsPlan深化以往22怎樣落實(shí)Howtoimplement資訊素養(yǎng)教師專業(yè)發(fā)展InformationLiteracyTeachers’ProfessionalDevelopment怎樣落實(shí)Howtoimplement資訊素養(yǎng)Infor23資訊素養(yǎng)InformationLiteracy為學(xué)生制定一個(gè)「資訊素養(yǎng)」的架構(gòu)，幫助師生更明確理解資訊科技教育的學(xué)習(xí)目標(biāo)?！纲Y訊素養(yǎng)」一詞泛指下列範(fàn)疇的學(xué)習(xí)成果：資訊科技的基本操作和概念，包括何時(shí)使用甚麼工具及何時(shí)不需使用有關(guān)使用資訊科技的社會(huì)和道德問題；把資訊科技作為促進(jìn)生產(chǎn)、溝通、協(xié)作、研究和決策的工具；檢索資訊及批判性地評(píng)估不同來源的資訊的策略和技巧；使用資訊科技工具作資訊管理和數(shù)據(jù)分析；採用知識(shí)管理的概念和方法支援持續(xù)性的工作和協(xié)作。Abroadframeworkof"InformationLiteracy"forstudentswillbedevelopedtohelpteachersandstudentshaveaclearerpictureonthelearningtargetsofusingITineducation.Theterm"InformationLiteracy"generallyreferstothefollowingdomainsoflearningoutcomes--basicoperationsandconceptsofIT,includingwhentousewhattoolsandwhennottouse;-socialandethicalissuesrelatingtotheuseofIT;-useofITasaproductivitytool,acommunicationtool,acollaborationtool,aresearchtoolandadecision-makingtool;-strategiesandskillsforinformationretrievalandcriticalevaluationofdifferentinformationsources;-useofITtoolsforinformationmanagementanddataanalysis;and-knowledgemanagementconceptsandpracticestosupportsustainedworkandcollaboration.

資訊素養(yǎng)InformationLiteracy為學(xué)生制定24香港學(xué)生資訊素養(yǎng)架構(gòu)的制定

DevelopmentofanInformationLiteracyFrameworkforHongKongStudents.hk/gb/.hk/index.aspx?nodeid=4388&langno=2

香港學(xué)生資訊素養(yǎng)架構(gòu)的制定

Developmentofa25資訊素養(yǎng)InformationLiteracy根據(jù)總統(tǒng)委任美國圖書館協(xié)會(huì)資訊素養(yǎng)委員會(huì)(1989)的定義

具備資訊素養(yǎng)的人「懂得界定何時(shí)需要資訊，

並具備尋找、

評(píng)估及

使用資訊

的能力」AccordingtoAmericanLibraryAssociationPresidentialCommitteeonIL(1989),theinformationliteratepersonis,"abletorecognizewheninformationisneededandhavetheabilitytolocate,evaluate,anduseiteffectively"資訊素養(yǎng)InformationLiteracy根據(jù)總統(tǒng)委26資訊科技與資訊素養(yǎng)IT&IL資訊科技IT資訊素養(yǎng)IL何時(shí)需要資訊

recognize 評(píng)估資訊evaluate使用資訊use尋找資訊locate策畧strategy工具tool資訊科技與資訊素養(yǎng)IT&IL資訊科技資訊素養(yǎng)IL何時(shí)27廿一世紀(jì)學(xué)生應(yīng)要掌握必需的技能和知識(shí)以處理資訊如理解、尋找、分析、評(píng)核與整合資訊等應(yīng)用處理資訊的技能和知識(shí)作出適當(dāng)?shù)臎Q定及解決問題具備反思處理資訊的習(xí)慣懂得在急速變化而資訊豐富的環(huán)境規(guī)劃反思及調(diào)控其探究過程Toenablestudentstomasterthenecessaryskillstocomprehend,locate,analyse,criticallyevaluateandsynthesizeinformationandapplytheirknowledgetoinformdecisionsandproblemsolving;Todevelopstudentsasreflectivelearnerswhoareabletoplan,reflectuponandregulatetheirprocessofinquiryinarapidlychanging,information-basedenvironment;廿一世紀(jì)學(xué)生應(yīng)要掌握必需的技能和知識(shí)以處理資訊Toena28認(rèn)識(shí)自學(xué)能力對(duì)個(gè)人成長(zhǎng)生活?yuàn)蕵芳敖K身學(xué)習(xí)的貢獻(xiàn)在個(gè)人及與他人合作使用資訊時(shí)有更大的自主權(quán)，但同時(shí)亦要他們承擔(dān)社會(huì)責(zé)任Toenablestudentstoappreciatethatbeinganindependentlearnerwillcontributetopersonalgrowth,enjoymentandlifelonglearning;Toempowerstudentswithgreaterautonomyandsocialresponsibilityovertheuseofinformationintheirindividualaswellascollaborativelearning.認(rèn)識(shí)自學(xué)能力Toenablestudentstoap29香港學(xué)生資訊素養(yǎng)的組成認(rèn)知後設(shè)認(rèn)知情感社會(huì)文化找尋理解運(yùn)用分析綜合評(píng)估態(tài)度動(dòng)機(jī)與價(jià)值

群體投入社會(huì)價(jià)值察覺計(jì)劃及監(jiān)控反思表達(dá)融合香港學(xué)生資訊素養(yǎng)的組成認(rèn)知後設(shè)認(rèn)知情感社會(huì)文化找尋理解運(yùn)用分30CodingSchemecognitivedimensionmeta-cognitivedimensionaffectivedimensionsocio-culturaldimensionfindcomprehendapplyanalysesynthesizeevaluateattitudemotivation&valuecommunalsocialawarenessplanning&monitoringreflectionpresentintegrateCodingSchemecognitivedimensi31進(jìn)展評(píng)核ProgressEvaluationStudyonEvaluatingtheEffectivenessoftheEmpoweringLearningandTeachingwithInformationTechnologyˇStrategy(2004/2007)ToevaluatetheimpactofITonstudents'learningoutcomesinChineseandmathematicsatprimaryschoollevel,ChineseandScienceatsecondaryschoollevelandinspecialschools.ToconcludetheoveralleffectivenessoftheStrategyandtorecommendthewayforwardforITEd.http://www.cite.hku.hk/en/research/projects/ilpa.htm進(jìn)展評(píng)核ProgressEvaluationStudy32政策以外BesidesPolicy四所師資培訓(xùn)機(jī)構(gòu)的研究與發(fā)展香港教育學(xué)院香港浸會(huì)大學(xué)香港中文大學(xué)香港大學(xué)學(xué)習(xí)方法的發(fā)展與實(shí)驗(yàn)香港中文大學(xué)香港大學(xué)ResearchandDevelopmentbythe4Teacher-trainingInstitutesinHongKongHongKongInstituteofEducationHongKongBaptistUniversityTheChineseUniversityofHongKongHongKongUniversityThelast2havesomedevelopmentsonLearningwithIT政策以外BesidesPolicy四所師資培訓(xùn)機(jī)構(gòu)的研究33TowardKnowledgeConstruction--HKU建構(gòu)知識(shí)以培養(yǎng)高層次思維能力TowardKnowledgeConstruction34KnowledgeConstructionProjectinCUHK

香港中文大學(xué)知識(shí)建構(gòu)項(xiàng)目遠(yuǎn)端協(xié)作學(xué)習(xí)跨科、跨校、跨地專題研習(xí)建立全球小學(xué)學(xué)習(xí)社群學(xué)生為中心虛擬學(xué)習(xí)環(huán)境WebQuest工作坊04-05(31xf28人)05-06(18x28人)資源中心卓越中心全港教師比賽學(xué)習(xí)村DISCOL3IProjectSituatedGame–TheVISOLE(VisualInteractiveStudent-CentredLearningEnvironment)ApproachWebQuestTrainingworkshops04-05(31Eventsof28persons)05-06(18Eventsof28)ResourceBankExemplarSchoolsCompetitionLearningVillagesKnowledgeConstructionProject35遠(yuǎn)端協(xié)作學(xué)習(xí)

DistanceCollaborativeLearningIncooperationwiththeSchoolofEducationalTechnology,SouthChinaNormalUniversity,secondaryandprimaryschoolsinHongKong,Macao,Shenzhen,andGuangzhouareworkingonweb-basedcollaborativelearning..hk/~discol/

遠(yuǎn)端協(xié)作學(xué)習(xí)

DistanceCollaborative36LearningTheoriesObjectivismLearningistransmittedknowledge!Teachingshouldbedirected,systematic,andstructuredInquiryapproachesaretooslowtobepracticalStudentsshouldallpassthesametests;standardizationmeansaccountabilityConstructivismKnowledgeisconstructed,nottransmitted!Letstudentsdoactivitiesthathelpthemgeneratetheirownknowledge.Directedinstructionisteachercentered;hands-oninstructionisstudent-centered.Letstudentsshowwhattheyhavelearnedindifferentways,notjustonwrittentests.LearningTheoriesObjectivismCo37LearningTheoriesObjectivistsBehavioristTheory:B.F.SkinnerInformation-ProcessingTheory:AtkinsonandShiffrinCognitive-BehavioralTheory:RobertGagneConstructivistsSocialActivismTheory:JohnDeweyScaffoldingTheory:LevVygotskyChildrenDevelopmentTheory:JeanPaigetDiscoveryLearning:JeromeBrunerMultipleIntelligencesTheories:HowardGardnerLearningTheoriesObjectivistsC38AssessmentObjectivismWrittenobjectivetests,Essays(higherlevelabilities)GradedaccordingtopresetcriteriaEssaysgradedbyacriteriachecklistorwritingrubricConstructivismProjectassignments,self-reportinstrumentsPortfoliosGradedbyusingchecklistsandrubricsAssessmentObjectivismConstruct39Thechoice?ConstructivismObjectivismThechoice?ConstructivismObjec40MergingoftheTwoApproachesConstructivismdominateoveralleducationalgoalsandobjectivessuchaslearningtoapplyscientificmethodsSystematicapproachesillensurethatspecificpre-requisiteskillsarelearnedTennyson(1990)suggestedAbout30%acquiringknowledge–verbalinformationandproceduralknowledge70%onemploymentofknowledge(contextualskills,cognitivestrategies,andcreativeprocesses.MergingoftheTwoApproachesC41ITinEducationObjectivismKnowledgeistransmittedStudentstolearnpiecesofknowledgeThroughrehearsal,memorizing,…Mayneedself-reflectionforbetterlearningConstructivismKnowledgeisconstructedstudentslearnthroughreflecting,thinkingGenericknowledgelikesynthesizing,evaluating,..,canbelearnedITinEducationObjectivismCons42ExamplesObjectivismTeaching:Multimediahelpsexplanationofconcepts/processesConvenienttoolforteachersLearningComputer-assistedLearningSystem(CAI/CAL)Drill-and-practiceTutorialsEducationalgamesConstructivismCommunication–email,ICQtocollaborateProject/problem-basedlearningUsingWebresources-WebquestUsingcomputerstoextendthemind-MindtoolsExamplesObjectivismConstructiv43在學(xué)與教中恰當(dāng)應(yīng)用資訊科技應(yīng)用得宜應(yīng)用不當(dāng)設(shè)計(jì)一個(gè)均衡的資訊科技課程，著重資訊科技的知識(shí)、技能和態(tài)度的培養(yǎng)，以達(dá)到不同學(xué)習(xí)情境的學(xué)習(xí)目標(biāo)和重點(diǎn)設(shè)計(jì)一個(gè)只著重培養(yǎng)資訊科技知識(shí)和技能的資訊科技課程。以資訊科技為工具，處理資訊，並以之作為交流意見及資訊的另一途徑只以資訊科技作為「點(diǎn)綴」的工具。要求學(xué)生上網(wǎng)搜尋資料時(shí)，因應(yīng)學(xué)生的能力和經(jīng)驗(yàn)，提供適切和足夠的指引在沒有足夠的指引下，指派學(xué)生運(yùn)用資訊科技完成課業(yè)。設(shè)計(jì)校本資訊科技課程時(shí)，考慮學(xué)生的認(rèn)知、情意和感知肌能的發(fā)展。在小一、小二階段，引入正規(guī)的資訊科技課。鼓勵(lì)學(xué)生以批判的角度，評(píng)鑑資訊，並且推廣運(yùn)用資訊科技的操守，例如註明資訊的來源。學(xué)生在缺乏適當(dāng)?shù)闹笇?dǎo)下，在互聯(lián)網(wǎng)中尋找資訊。在有意義的情境中，評(píng)估學(xué)生應(yīng)用資訊科技的能力。脫離真實(shí)情境，孤立地評(píng)估學(xué)生的資訊科技知識(shí)和能力。.hk/it_2003/tc/resources.htm

Agree?在學(xué)與教中恰當(dāng)應(yīng)用資訊科技應(yīng)用得宜應(yīng)用不當(dāng)設(shè)計(jì)一個(gè)均衡的資訊44ITinEducationExamplesITinEducationExamples45鳴謝香港麗澤中學(xué)鳴謝香港麗澤中學(xué)46中一綜合科學(xué)「運(yùn)動(dòng)對(duì)脈搏速率的影響」1) 學(xué)生已於前數(shù)學(xué)課裏掌握了統(tǒng)計(jì)學(xué)的初步知識(shí)，只須稍作重溫。2) 透過討論，將全班學(xué)生由快至慢分為若干組才算合理。3) 透過討論，如何記錄到達(dá)所需時(shí)間。4) 在課室或?qū)嶒?yàn)室內(nèi)每學(xué)生將自己的在運(yùn)動(dòng)前脈搏速率輸入電腦內(nèi)並傳遞至學(xué)校網(wǎng)絡(luò)的數(shù)據(jù)庫中。5) 學(xué)生將自己的手提電腦放置於天臺(tái)的安全的位置。6) 老師將全體同學(xué)帶到地面。7) 學(xué)生由樓梯跑步到天臺(tái)。8) 學(xué)生記錄自己脈搏速率輸入電腦內(nèi)並傳遞至學(xué)校網(wǎng)絡(luò)的數(shù)據(jù)庫中。9) 學(xué)生將電腦帶回課室或?qū)嶒?yàn)室中。10) 學(xué)生將全班的數(shù)據(jù)由網(wǎng)絡(luò)下載。11) 根據(jù)2)的結(jié)果找出每組的平均脈搏速率上升量劃出圖表。12) 根據(jù)11)的結(jié)果，找出結(jié)論。中一綜合科學(xué)「運(yùn)動(dòng)對(duì)脈搏速率的影響」1) 學(xué)生已於前數(shù)學(xué)47中國語文教育(2)教學(xué)重點(diǎn)：品德情意範(fàn)疇到「蘇東坡」網(wǎng)站.tw/This/is/taconet/top_hosts//Fandy/sue/sue.html(Big5)網(wǎng)站內(nèi)有蘇軾的生平、所處的時(shí)代背景、蘇軾的作品和一些參考書目、相關(guān)人物等資料。參考題目：「烏臺(tái)詩案」後，蘇軾的下場(chǎng)怎樣？（閱讀能力）你覺得蘇軾是因?yàn)樯觞N原因不完全支持王安石的改革思想呢？是不是政治思想保守呢？（批判性思維訓(xùn)練）假如你是蘇軾，面對(duì)別人的中傷及誹謗，你會(huì)怎樣處理呢？有何「妙計(jì)」呢？（創(chuàng)意思維的訓(xùn)練）中國語文教育(2)教學(xué)重點(diǎn)：品德情意範(fàn)疇到「蘇東坡」網(wǎng)站48丙、數(shù)學(xué)教育(1)教學(xué)重點(diǎn)：探究實(shí)驗(yàn)概率及理論概率活動(dòng)指引：1. 利用滑鼠按按鈕，以增加旁邊的數(shù)字至「8」，設(shè)定顏色數(shù)目。2. 在「Howmanyspins?」旁輸入「1000」，設(shè)定轉(zhuǎn)動(dòng)次數(shù)。3. 按「Spin」按鈕，然後按「ShowResultsFrame」，觀察表中每種顏色的實(shí)驗(yàn)(Experimental)概率及理論(Theoretical)概率。4. 按「NewExperiment」，以不同的顏色數(shù)目及轉(zhuǎn)動(dòng)次數(shù)重覆指引3。每按「Spin」按鈕一次後，比較所示的兩種概率。回答問題：按觀察所得的結(jié)果，完成下列問題。1. 當(dāng)轉(zhuǎn)動(dòng)輪盤的次數(shù)很大時(shí)，實(shí)驗(yàn)概率（=、>、<、）理論概率。2. 試找出若顏色的數(shù)目為10時(shí)，指針停在藍(lán)色部分的理論概率：丙、數(shù)學(xué)教育(1)教學(xué)重點(diǎn)：探究實(shí)驗(yàn)概率及理論概率活動(dòng)指引49中七化學(xué)「臭氧層厚度與皮膚癌發(fā)病率的關(guān)係」中七化學(xué)「臭氧層厚度與皮膚癌發(fā)病率的關(guān)係」50IntegratingITinEducation–

ExpectedChangesTeachers–knowhowtointegrateITtofacilitatelearningSchools–integrateinsociety;openinformationStudents–becomeactivecollaborativelearnersParents–co-steeringandmodallearningIntegratingITinEducation–51IntegrationinT/LIT,integratedwiththecurriculum,becomesastudent’sstudytools,mindtools,…(anextensionofastudent’smind)IntegrationinT/LIT,integrat52Whatyouwilllearninthiscourse?CanITenhanceTeachingandlearning?Ifyes,how???Whatyouwilllearninthisco53MainPointsLearningisaknowledgeacquisitionandconstructionprocessinvolvinginteractionbetweenteachers,learners,resources,andothers.ITprovidesafavourableenvironmentformoreintensiveinteractiontotakeplacebothinsideandoutsidetheclassroom.MainPointsLearningisaknowl54Nature(1)LinkingtheuseofITwithlearningtargetsandobjectivesinkeylearningareasandotherlearningcontextsEnhancinginteractionandcollaborationinclassoroutsideclassforknowledgesharingandbuildingwiththesupportofITNature(1)LinkingtheuseofI55Nature(2)CreatingtimeandspaceforthinkingprocessesenhancinglearningwiththeuseofspecificITtoolsUsingITforprojectlearningNature(2)Creatingtimeandsp56WhatHaveWeLearnedfromthePastNotechnologyisapanaceaforeducationTeachersusuallydonotdeveloptechnologymaterialsorcurriculumTechnicallypossibledoesnotequaldesirable,feasible,orinevitableThingschangefasterthanteacherscankeepupOldertechnologiescanbeuseful(newmethodsoftenareoldmethodsinnewguise)TeachersalwayswillbemoreimportantthantechnologyRoblyer,2006,p.12WhatHaveWeLearnedfromthe57ShortQuizFollowthelinkITINEDQIIZ.EXEtothesurveyTrytoanswerthequestionsRememberthattheremaybemorethanonepossibleanswers,butyoushouldpickoutthemostsuitableoneClickontheSubmitbuttonwhenfinished.Theinstructorwilldiscusstheresultwithyou.

ShortQuizFollowthelinkITIN58ReferencesReferences59ENDEND60IntegratingITinSchools

-Teachers’professionalknowledgehaveanunderstandingofthepotential,advantagesandlimitationsofITtosupportteachingandlearningknowhowtointegratearangeofITappropriatelyinsupportofschoolcurriculumgoalsknowhowtointegratearangeofITappropriatelywithinarangeoflearningtheory/instructionalmodelsknowhowtointegrateITwithintheclassroomasasourceofinformationincludingsubjectmatterandassessmenttoolsIntegratingITinSchools

-T61IntegratingITinSchools

-Teachers’professionalknowledgebeabletoplantheuseofITintheclassroomeffectivelyintermsofaccesstoequipment,subjectcontent,teachingtasksandclassroommanagementinordertoachievecurriculumgoalsknowhowtouseITtoprepareandpresentinstructionalmaterialsincludingadaptingworktosubjectmatterandlearningoutcomesbasedonthemostappropriateinstructionaldesignknowhowtouseITtopresent,exchangeideasandstimulatecollaborativelearningandprojectbasedlearningamongpupilsIntegratingITinSchools

-T62IntegratingITinSchools

-Teachers’professionalknowledgebeabletoevaluateawiderangeofIThardwareandsoftwarerelevanttolearningobjectivesspecificsubject,students‘a(chǎn)bilities(includingtheirlanguageability,stagesofdevelopment,specialeducationalneeds)withinyourschoolenvironmentbeabletocompareandcontrastITandnon-ITbasedinstructionalresources/teachingstrategieswhenselectingthemosteffectiveandappropriateresourcefortheteachingtaskshaveanawarenessoflegal,ethicalandhealthandsafetyissuesrelatedtotheuseofITinclassroomsIntegratingITinSchools

-T63ExpectedChangesinTeacherInitiatorofinstructionWholeclassteachingEvaluatesstudentPlaceslowemphasisoncommunicationskillsHelpsstudentsfindappropriateinstructionalpathGuidesstudents’independentlearningHelpsstudenttoevaluateownprogressPlaceshighemphasisoncommunicationskillsExpectedChangesinTeacherIni64ExpectedChangesinSchoolIsolatedfromsocietyMostinformationonschoolfunctioningconfidentialIntegratedinsocietyInformationopenlyavailableExpectedChangesinSchoolIsol65ExpectedChangesinStudentMostpassiveLearnsmostlyatschoolHardlyanyteamworkTakesquestionsfrombookstoteachersLearnsanswerstoquestionsLowinterestinlearningMoreactiveLearnsatschoolandoutsideschoolMuchteamworkAsksquestionsFindsanswerstoquestionsHighinterestExpectedChangesinStudentMos66ExpectedChangesinParentsHardlyactivelyinvolvedinlearningprocessNosteeringofinstructionNolife-longlearningmodelVeryactiveinlearningprocessCo-steeringParentsprovidemodelExpectedChangesinParentsHar67ITinEducationIntroduction香港資訊科技教育的發(fā)展DevelopmentofITinEducationinHKITinEducationIntroduction香港資68香港教育技術(shù)發(fā)展FirstComputerCourseinsec.sch.第一個(gè)中學(xué)電腦課程ITinEd資訊科技教育應(yīng)用IntegratewithCurriculum與課程整合199820041982技術(shù)學(xué)習(xí)Technology資訊科技應(yīng)用ITinEducationPun,S.W.(2000).香港教育技術(shù)發(fā)展FirstComputerCourse691997施政報(bào)告PoliceAddress推行為期五年的資訊科技教育策略，鼓勵(lì)學(xué)校應(yīng)用資訊科技，提高教與學(xué)的成效。協(xié)助教師掌握必要的資訊科技應(yīng)用技巧；利用電腦輔助各個(gè)學(xué)科的授課和學(xué)習(xí)；以及讓學(xué)生在校內(nèi)活動(dòng)多應(yīng)用資訊科技，從小習(xí)慣活學(xué)活用。在五年內(nèi)，讓至少百分之二十五的課程利用新科技輔助教授；在十年內(nèi)，使資訊科技能廣泛應(yīng)用于校園生活每個(gè)環(huán)節(jié)，而所有教師和中五畢業(yè)生都能夠運(yùn)用自如。.hk/gb/.hk/pa97/chinese/cpaindex.htm1997施政報(bào)告PoliceAddress推行為期五701998199871激發(fā)和維持學(xué)生的學(xué)習(xí)興趣；25%的課程上採用資訊科技來輔助教學(xué)活動(dòng)；擴(kuò)闊學(xué)生的視野，豐富他們的學(xué)習(xí)經(jīng)驗(yàn)，幫助他們發(fā)展具創(chuàng)意的思維。隨激發(fā)學(xué)生的創(chuàng)意；鼓勵(lì)學(xué)生不斷自學(xué)進(jìn)修，培養(yǎng)合作精神。資訊科技鼓勵(lì)學(xué)生按其本身程度學(xué)習(xí)，養(yǎng)成自學(xué)的習(xí)慣，令他們終生受惠。與此同時(shí)，資訊科技也會(huì)加強(qiáng)學(xué)生的溝通技巧和合作精神。目標(biāo)Objectivestoarouseandmaintainourstudents’motivationtolearn.tohaveteachingandlearningin25%ofourcurriculumsupportedbytheuseofITinfiveyears’time;tobroadenourstudents’horizons,soastoenrichtheirlearningexperienceandfacilitatethedevelopmentofacreativemind.andtoencourageindependentlifelonglearningandinstilteamspirit.激發(fā)和維持學(xué)生的學(xué)習(xí)興趣；25%的課程上採用資訊科技來輔助教72工作Missions協(xié)助教師適應(yīng)他們作為“推動(dòng)者”的新角色，讓他們盡快習(xí)慣使用資訊科技，並掌握運(yùn)用資訊科技的普通技巧；在學(xué)校課程加入資訊科技成分，並以更有系統(tǒng)的方法提供更多教育軟件；按照各間學(xué)校的準(zhǔn)備狀況，逐步向它們提供更多資訊科技設(shè)施，並協(xié)助學(xué)?？朔鼈?cè)谵D(zhuǎn)用以資訊科技為本的教與學(xué)模式時(shí)所遇到的實(shí)際環(huán)境方面的限制；建立網(wǎng)絡(luò)基建，方便教育界人士共用教育資源，促進(jìn)他們之間以及與社會(huì)各界人士互通訊息。helpingourteacherstosettleintheirnewroleasa“facilitator”andbecomecomfortableandhabitualITusersassoonaspossible;incorporatingITelementsintheschoolcurriculumandenhancingprovisionofeducationalsoftwareinamorestructuredframework;progressivelyenhancingtheprovisionofITfacilitiesforschoolsinlinewiththeirreadiness,andworkingwithschoolstoovercomephysicalconstraintsintheadaptationtoIT-basedteachingandlearning;andbuildingupanetworkinfrastructuretofacilitatesharingofeducationalresourcesandcommunicationswithintheeducationsector,andbetweentheeducationsectorandthecommunity.工作Missions協(xié)助教師適應(yīng)他們作為“推動(dòng)者”的新73教師培訓(xùn)資訊科技能力水平ITCompetency基本程度中級(jí)程度中上程度高級(jí)程度2000-012002-03100%75%25%1至2人100%:在職教師pre-service:職前培訓(xùn)in-service教師培訓(xùn)資訊科技能力水平ITCompe74基本程度BasicITCompetency認(rèn)知需要扮演學(xué)習(xí)的推動(dòng)者這個(gè)新角色，並能掌握一般電腦操作及基本技巧，例如文書處理、瀏覽互聯(lián)網(wǎng)，以及操作現(xiàn)成的教學(xué)軟件?？赡茼毥邮芗s18小時(shí)訓(xùn)練；PreparetobelearningfacilitatorsKnowbasicoperationslikewordprocessing,webbrowsingOperatecourseware18hoursoftraining基本程度BasicITCompetency認(rèn)知需75中級(jí)程度IntermediateITCompetency在授課和備課時(shí)，懂得運(yùn)用一些資訊科技工具，應(yīng)用互聯(lián)網(wǎng)及內(nèi)聯(lián)網(wǎng)上的教學(xué)資源。須接受約30小時(shí)訓(xùn)練；KnowhowtoapplyITtoolsinpreparationofteachingmaterialsandinteachingKnowhowtouseresourcesintheInternetorIntranet30hoursoftraining中級(jí)程度IntermediateITCompetenc76中上程度UpperIntermediateCompetency懂得使用電腦聯(lián)網(wǎng)解決簡(jiǎn)單的硬件和軟件問題可靈活地運(yùn)用編寫軟件來備課能夠充分理解不同資訊科技工具和資源的特點(diǎn)及用途。接受約30小時(shí)訓(xùn)練；KnowhowtouseLANSolvesimplehardwareandsoftwareproblemsDevelopcoursewareUnderstandthecharacteristicsandusesofdifferentITtools30hoursoftraining中上程度UpperIntermediateCompet77高級(jí)程度AdvancedITCompetency具備知識(shí)理解電腦管理教學(xué)系統(tǒng)的功能檢討電腦教學(xué)程式的成效利用資訊科技設(shè)計(jì)教材選擇適當(dāng)?shù)馁Y訊科技設(shè)備，以配合學(xué)校的需要。KnowledgeUnderstandhowaLearningManagementSystemworksEvaluatetheeffectivenessofcoursewareDesigncoursewareusingITChoosesuitableITequipmenttosuittheschoolneeds課