| « | August 2025 | » | | 日 | 一 | 二 | 三 | 四 | 五 | 六 | | | | | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | | | | | | | |
|
公告 |
| 暂无公告... |
| Blog信息 |
|
blog名称:众生平等
日志总数:57
评论数量:27
留言数量:1
访问次数:221835
建立时间:2004年12月13日 |
| |
|
 联合国教科文提出的关于信息技术与新型教学方式整合的一些原则
网上资源
菩提 发表于 2005/3/10 15:21:48 |
|
GUIDING PRINCIPLES OF PEDAGOGY-TECHNOLOGYAt the 7th UNESCO-APEID International Conference on Education, Sir John Daniel, former UNESCO Assistant Director-General for Education, suggested four principles that should be applied to thought or action that involves information and communication technology for quality teaching, learning and effective management [3]. These principles are most relevant to the JFIT-supported projects on ICT in education in Asia and Pacific region.1. ‘Avoid bias’, namely avoiding those assumptions that can misdirect our efforts in using technology, with the most prevalent ‘vendor bias’, or the dot.com fanatics arguing that Internet was going to replace everything in education that had gone before and that attempts to graft the new onto the old were doomed to failure.For the JFIT Project on teacher training, this implies that no matter advanced ICT will remain instruments or tools in serving education purposes, rather than teachers manipulated by technologies. New technologies do have great potential in enhancing effectiveness of teaching-learning processes and have had profound impacts on the role of teachers, but they will never replace the teacher and the human interaction between the teacher and the pupil, which will remain essential and crucial to education. Technology will not create miracles and solve all problems in education. Therefore, the teacher training project will not be technology-driven, but focus on technology-pedagogy integration. We need to be realistic about the roles which ICT could play and take an evolutionary approach to technology; we need to be critical in reviewing research and evaluation on application of ICTs in teaching and learning at schools; and we need also to avoid bias or prejudice in favor of private sector provision over public provision.2．‘Doted bull’, namely, to use critical faculties and expose hollow or loose thinking about technology and its application to education. UNESCO needs to encourage member governments to engage in ‘evidence-based policy ’, and look for evidence in statements about technology.This implies for the UNESCO-implemented JFIT project that practical consideration should be given to national/local-specific conditions for ICT application to education. For countries/communities where there is no electricity, Internet and computers might not be the best or appropriate technology for improved teaching and learning.3．‘Think broadly’, namely to take a broader view of the use of technology in helping the pupils learn. ICTs mean much more than the Internet, and the Internet won’t render obsolete all preceding technologies. Also, technologies always involve people and their social systems.This implies for the JFIT Project that different ICTs (including books, blackboard, film, radio, television, programmed learning, etc.) should be designed and applied to different technology-assisted learning and that the focus of the project implementation should not be on ICT ‘hardware’ but on software and teachers’/facilitators’ competencies in attitudes to ICT integration, on breaking teachers’ isolation from each other and on on-line/off-line networking for capacity building in more effective use of hardware/software in improving teaching, learning and management of education.4．‘Seek balance’, namely, striving balance on a number of dimensions:• balance between enhanced teaching and enhanced learning: whether to use technology ‘to expand the range/impact of the teacher’, or to use technology ‘to create a good learning environment for the student wherever and whenever the student wanted to study’. ‘It is both more effective and more cost-effective to concentrate on improving access to learning, improving its quality and decreasing its cost’. The JFIT project shall train teachers in using ICT to facilitate learner-centered approach and support active/earning experience with technology.• balance between IT for teaching/learning about computers and IT for teaching/learning about everything else: while ‘IT is best taught with IT; children could learn many things about IT skills on their own with minimal help from adults, and it is, therefore, possible for self-learning of IT skills ‘to scale up’ to millions of learners.• The JFIT project shall not focus on training about computers/ICTs, but on training about computers or other building capacity of integrating ICT into teaching of all school subjects/curriculum content domains.For other facilitators than teachers, especially policy-makers and school headmasters, the JFIT project will help develop leadership that is committed to using technology for educational/pedagogical purposes and that will provide favorable environment supportive of teachers in the use of ICTs to improve teaching and learning. The facilitators should also be enabled, through training, to develop aggregated cost-benefit analysis of introducing new ICTs into a school system, in view of the pedagogical and quality gains likely to result from the appropriate use of affordable technologies.‘Getting the right balance or the right blend between different elements of learning is the key to both pedagogical and economic success’ in using technology in teaching and learning [3]. In view of this, the JFIT project should place high priority on teacher training and professional development in using ICTs to enhance a blend of independent learning and interactive learning from viewpoints of pedagogy and cost-effectiveness. Teachers should thereby develop competencies in harnessing the potential of ICTs in supporting active learning experience and in supporting access to a wide range of media and learning opportunities. OTHER PRINCIPLESApart from the major guiding principles, as discussed above, there are some other principles of pedagory-technology integration as follows.• Capacity building of teachers/facilitators should be based on better understanding of the roles of technology in educational process and the great potential of ICTs in supporting access to wider range of learning opportunities and in supporting active learning experience should be fully tapped. Meanwhile, deliberate efforts should be made to ensure that teachers and teacher trainers in developing countries or disadvantaged regions shall be priority targets to reduce the digital divide in education between and within countries.• ICTs are supplementary to the fundamental process of teaching and learning. Human communication and teacher-pupil interaction remain central to the process of learning.• ‘Pedagogical expertise is at the heart of teaching as a profession’ [2], and, therefore, ICTs should be used for or with good pedagogy.• Developing an appropriate range of good pedagogical skills in using ICTs shall be a process of long-term experiential learning, rather than short-term conceptual learning. This requires initial teacher education with built-in key technology elements and in-service teacher training and on-going support for professional self-development, with teachers taking greater responsibility for core competencies in technology-pedagogy integration.• Teachers shall be trained not only to enhance teaching but ultimately to facilitate and improve active learning as the very purpose of improved teaching. Therefore, learner-centered approach should be introduced to increase both teacher-pupil interaction and teacher-teacher peer support that will enhance professional skills-development in technology-pedagogy integration.• Relevance: New advanced ICTs may not be the most appropriate technologies in a given context. Different learning environments need different ICTs. A comprehensive approach needs to be taken in selecting technologies.• Diversity: As Asia-Pacific is a region of greatest diversity, it is significant for the project to respect and reflect diversity in terms of policies, content of training/learning materials, technologies selected, languages of education software and instruction, and models/approaches of technology-pedagogy integration. • Sustainability: For effective use of technology in education, teachers cannot be trained for once and for all. Teachers’ professional development, both for an individual and for the profession, has to be a lifelong process. Though the project has limited period of duration, the planning and implementation should be made with a view to building capacity for both technological and pedagogical expertise, and the major project activities shall not be the kind of ‘one shot of training’. By means of teachers’ visions and understanding of the nature of teaching-learning process, the quality training modules, supporting leadership and policy environment for increased use of ICT, the network of centers of excellence for teachers’ continued development, the outcomes of the project can be sustained even after its completion. |
|
|