教育信息化中的教师角色——美国2017版《教育者标准》的解读
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摘要
2017年美国国际教育技术协会(ISTE)出台"国家教育技术能力标准"中的《教育者标准》。标准以美国2015版"国家教育技术计划"与ISTE2016版《学生教育技术标准》为依据,继承与发展了ISTE自1993年以来四个版本的教师教育技术标准,在维度与指标的设置上都突出了时代特色与发展要求,变化了能力维度的呈现方式,更加强调教师的"学习者""分析者"角色。标准在重审教师在信息时代的角色与定位、思考师生教育技术标准一体化、配合国家教育信息化战略、注重标准的时效性与前瞻性等方面对我国相关标准的制订具有一定的借鉴意义。
The American International Society for Technology in Education(ISTE) updated the "Standards for Educators",one of the "National Education Technical Competency Standards" in 2017.Based on "National Educational Technology Plan"(NETP2015)and ISTE2016 "Standards for Students", the standards inherits and develops the four versions of "National Educational Technology Standards for Teachers(NETS-T) of ISTE since 1993. In terms of dimensions and indicators, it highlights the characteristics of the Times and development requirements. It changes the presentation mode of the ability dimension, emphasizes the role of "learner" and "analyst. This standard has certain guiding and referential significance to the formulation of information technology standards for Chinese teachers in terms of re-understanding the role and positioning of teachers in the information age, integration thinking of the education technical standards for teachers and students, coordination and cooperation with the national education informatization overall strategy, and focus on the timeliness and foresight of the standards.
The American International Society for Technology in Education(ISTE) updated the "Standards for Educators",one of the "National Education Technical Competency Standards" in 2017.Based on "National Educational Technology Plan"(NETP2015)and ISTE2016 "Standards for Students", the standards inherits and develops the four versions of "National Educational Technology Standards for Teachers(NETS-T) of ISTE since 1993. In terms of dimensions and indicators, it highlights the characteristics of the Times and development requirements. It changes the presentation mode of the ability dimension, emphasizes the role of "learner" and "analyst. This standard has certain guiding and referential significance to the formulation of information technology standards for Chinese teachers in terms of re-understanding the role and positioning of teachers in the information age, integration thinking of the education technical standards for teachers and students, coordination and cooperation with the national education informatization overall strategy, and focus on the timeliness and foresight of the standards.
引文
[1] U.S. Department of Education Office of Educational Technology. Future Ready Learning:Reimagining the Role of Technology in Education[EB/OL].[2018-08-20]https://tech.ed.gov/files/2015/12/NETP16.pdf.
[2] U.S. Department of Education Office of Educational Technology. Reimagining the Role of Technology in Education:2017 National Education Technology Plan Update[EB/OL].[2018-10-30]https://tech.ed.gov/files/2017/01/NETP17.pdf.
[3]王奕标.从新版NETS-T看教师教育技术能力建设的新发展[J].电化教育研究, 2009(10):115-120.
[4]王永军.技术赋能的未来学习者——新版ISTE学生标准解读及其对我国中小学学生信息化学习能力建设的启示[J].中国远程教育,2018(9):1-8.
[5] ISTE. Standards for Students[EB/OL].[2018-08-12]https://www.iste.org/standards/for-students.
[6] Cattagni, Anne,Farris, Elizabeth. Internet Access in U.S. Public Schools and Classrooms:1994-2000. Statistics in Brief[R].Washington,DC.National Center for Education Statistics(ED):1-20.
[7]陈维维,沈书生.美国国家教师教育技术标准的演变[J].现代教育技术,2009,19(06):14-18.
[8] ISTE. ISTE Standards[EB/OL].[2018-07-12]https://www.iste.org/standards.
[9] AECT. Association for Education Communication&Technology[EB/OL].[2018-06-30]http://aect.site-ym.com/?documents.
[10] ACRL. Framework for Information Literacy for Higher Education[EB/OL].[2018-07-07]http://www.ala.org/acrl/standards/ilframework.
[11] UNESCO. UNESCO ICT Competency Framework for Teachers[EB/OL].[2018-8-29]http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/unesco-ict-competency-framework-for-teachers.
[12]王炜,祝智庭.解析英国《ICT应用于学科教学的教师能力标准》[J].电化教育研究,2004(12):77-80.
[13]王国辉,朱宁波.日本中小学教师ICT应用指导能力的现状及主要提升措施[J].全球教育展望,2015,44(06):66-76.
[14]张进良,李保臻.大数据背景下教师数据素养的内涵、价值与发展路径[J].电化教育研究,2015,36(07):14-19.
[15]核心素养研究课题组.中国学生发展核心素养[J].中国教育学刊,2016(10):1-3.
[16]王媛媛,何高大.美国《国家教育技术计划》的创新及其启示——基于五轮(1996-2016)教育技术发展规划的比较与分析[J].远程教育杂志,2016,35(02):11-18.
[17]中华人民共和国教育部.教育信息化十年发展规划(2011-2020年)[EB/OL].[2018-09-04]http://www.moe.gov.cn/srcsite/A16/s3342/201203/t20120313_133322.html.
[18]中华人民共和国教育部.教育信息化“十三五”规划[EB/OL].[2018-09-04]http://www.edu.cn/xxh/focus/zc/201606/t20160621_1417428.shtml.
[19]中华人民共和国教育部.教育信息化2.0行动计划[EB/OL].[2018-09-04]http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[20]中华人民共和国教育部.中小学教师教育技术能力标准(试行)[EB/OL].[2018-07-12]http://www.moe.gov.cn/srcsite/A10/s6991/200412/t20041215_145623.html.
[21]中华人民共和国教育部.中小学教师信息技术应用能力标准(试行)[EB/OL].[2018-05-04]http://www.moe.gov.cn/srcsite/A10/s6991/201405/t20140528_170123.html.
[2] U.S. Department of Education Office of Educational Technology. Reimagining the Role of Technology in Education:2017 National Education Technology Plan Update[EB/OL].[2018-10-30]https://tech.ed.gov/files/2017/01/NETP17.pdf.
[3]王奕标.从新版NETS-T看教师教育技术能力建设的新发展[J].电化教育研究, 2009(10):115-120.
[4]王永军.技术赋能的未来学习者——新版ISTE学生标准解读及其对我国中小学学生信息化学习能力建设的启示[J].中国远程教育,2018(9):1-8.
[5] ISTE. Standards for Students[EB/OL].[2018-08-12]https://www.iste.org/standards/for-students.
[6] Cattagni, Anne,Farris, Elizabeth. Internet Access in U.S. Public Schools and Classrooms:1994-2000. Statistics in Brief[R].Washington,DC.National Center for Education Statistics(ED):1-20.
[7]陈维维,沈书生.美国国家教师教育技术标准的演变[J].现代教育技术,2009,19(06):14-18.
[8] ISTE. ISTE Standards[EB/OL].[2018-07-12]https://www.iste.org/standards.
[9] AECT. Association for Education Communication&Technology[EB/OL].[2018-06-30]http://aect.site-ym.com/?documents.
[10] ACRL. Framework for Information Literacy for Higher Education[EB/OL].[2018-07-07]http://www.ala.org/acrl/standards/ilframework.
[11] UNESCO. UNESCO ICT Competency Framework for Teachers[EB/OL].[2018-8-29]http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/unesco-ict-competency-framework-for-teachers.
[12]王炜,祝智庭.解析英国《ICT应用于学科教学的教师能力标准》[J].电化教育研究,2004(12):77-80.
[13]王国辉,朱宁波.日本中小学教师ICT应用指导能力的现状及主要提升措施[J].全球教育展望,2015,44(06):66-76.
[14]张进良,李保臻.大数据背景下教师数据素养的内涵、价值与发展路径[J].电化教育研究,2015,36(07):14-19.
[15]核心素养研究课题组.中国学生发展核心素养[J].中国教育学刊,2016(10):1-3.
[16]王媛媛,何高大.美国《国家教育技术计划》的创新及其启示——基于五轮(1996-2016)教育技术发展规划的比较与分析[J].远程教育杂志,2016,35(02):11-18.
[17]中华人民共和国教育部.教育信息化十年发展规划(2011-2020年)[EB/OL].[2018-09-04]http://www.moe.gov.cn/srcsite/A16/s3342/201203/t20120313_133322.html.
[18]中华人民共和国教育部.教育信息化“十三五”规划[EB/OL].[2018-09-04]http://www.edu.cn/xxh/focus/zc/201606/t20160621_1417428.shtml.
[19]中华人民共和国教育部.教育信息化2.0行动计划[EB/OL].[2018-09-04]http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[20]中华人民共和国教育部.中小学教师教育技术能力标准(试行)[EB/OL].[2018-07-12]http://www.moe.gov.cn/srcsite/A10/s6991/200412/t20041215_145623.html.
[21]中华人民共和国教育部.中小学教师信息技术应用能力标准(试行)[EB/OL].[2018-05-04]http://www.moe.gov.cn/srcsite/A10/s6991/201405/t20140528_170123.html.