融于学科的师范生信息化教学能力培养——来自荷兰的经验
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摘要
教师的信息化教学能力是信息技术与教学有效深度融合的关键。极为重视教师职前教育的荷兰将师范生视为教育信息化变革的推动者。本文以荷兰三所大学教师教育学院为案例,研究了荷兰融于学科培养师范生信息化教学能力的模式及其有效性。本研究表明,融于学科培养师范生信息化教学能力模式的成功有赖于综合学科教师教育者、学科管理层、教师教育学院管理层三个层面的力量,其中学科教师教育者的信息化教学能力以及管理层的变革领导力是重中之重。
Teachers are the key agents to effectively integrate IT into teaching. In the Netherlands, teacher preparation is valued as a crucial stage for teacher's development and student teachers are taken as change agents of integrating technology into teaching. With case studies of three Dutch teacher education institutes, this research examines the practice and effectiveness of the subject-based mode to prepare student teachers to integrate ICT in teaching. It finds that the success of the mode involves the integration of forces of three layers, including the subject teacher educators, the program coordinators and the teacher education institution management.Among them, subject teacher educators and the change leadership are two key forces.
Teachers are the key agents to effectively integrate IT into teaching. In the Netherlands, teacher preparation is valued as a crucial stage for teacher's development and student teachers are taken as change agents of integrating technology into teaching. With case studies of three Dutch teacher education institutes, this research examines the practice and effectiveness of the subject-based mode to prepare student teachers to integrate ICT in teaching. It finds that the success of the mode involves the integration of forces of three layers, including the subject teacher educators, the program coordinators and the teacher education institution management.Among them, subject teacher educators and the change leadership are two key forces.
引文
[1]Kennisnet. Four in Balance Monitor 2013. ICT in Dutch Primary, Secondary and Vocational Education[M]. Zoetermeer:Kennisnet, 2013.
[2]任友群,陈超,吴旻瑜.从“开创局面”到“全面推动”——从两次“全国教育信息化工作会议”看中国教育信息化的走向[J].远程教育杂志,2016,(7):19-25
[3]Olofsson, Anders D., J. Ola Lindberg, G?ran Fransson, and Trond Eiliv Hauge. Uptake and Use of Digital Technologies in Primary and Secondary Schools-A Thematic Review of Research[J]. Nordic Journal of Digital Literacy, 2011, 6(4):207-225.
[4]董少校. TALIS项目负责人张民选:点赞声中,静思“短板”[EB/OL].http://www.jyb.cn/china/gnxw/201603/t20160322_655596.html 2016-03-22
[5]CIEB. The Netherlands Overview[EB/OL]. http://www.ncee.org/programs-affiliates/center-on-international-educa tion-benchmarking/topperforming-countries/netherlands-overview/2017-12-20.
[6]魏戈,陈向明.教师实践性知识研究在荷兰——与波琳·梅耶尔教授对话[J].全球教育展望,2015,3:3-14,34.
[7]ELFE-ESL Case Study Visit Report[EB/OL]. https://www.csee-etuce.org/images/attachments/study_report_netherlands.pdf 2017-12-20.
[8]Miller, M., Ribble, T. Educational Leadership in an Online World:Connecting Students to Technology Responsibly, Safely, and Ethically[J].Journal of Asynchronous Learning Networks, 2013,17(1), 137-145.
[9]ADEF. Kennisbasis ICT Versie 1.0[S]. ADEF,2009
[10]ADEF. Kennisbasis ICT Versie 2.0[S]. ADEF,2013.
[11]Kennisnet. IT Competency Framework for Teachers[S]. Zoetermeer:Kennisnet, 2012
[12]Mishra, P.&Koehler, M. J. Technological Pedagogical Content Knowledge:A New Framework for Teacher Knowledge[J]. Teachers College Record 2006,108(6), 1017-1054
[13]何克抗. TPACK——美国“信息技术与课程整合”途径与方法研究的新发展(下)[J].电化教育研究,2012,(6):47-56.
[14]Fisser, P., Voogt, J., Tondeur, J.&Braak, J. van. TPACK:Kennis en Vaardigheden Voor ICT-integratie[M]. Zoetermeer:Kennisnet, 2013.
[15]焦建利,钟洪蕊.技术-教学法-内容知识(TPACK)研究议题及其进展[J].远程教育杂志,2010,(1):39-45.
[16]Knezek, G., Christensen, R., Hancock, R.,&Shoho, A. Toward a Structural Model of Technology Integration[A]. Paper Presented at the Hawaii Educational Research Association Annual Conference[C], Honolulu, HI, 2000.
[17]Rogers, E. Diffusion of Innovations(Fifth edition). Free Press:New York,2003
[18]Tondeur, J., Braak, J., Sang, G., Voogt, J., Fisser, P.,&Ottenbreit-Leftwich, A. Preparing Pre-service Tteachers to Integrate Technology in Education:A Synthesis of Qualitative Evidence[J]. Computers&Education, 2012, 59:134-144.
[2]任友群,陈超,吴旻瑜.从“开创局面”到“全面推动”——从两次“全国教育信息化工作会议”看中国教育信息化的走向[J].远程教育杂志,2016,(7):19-25
[3]Olofsson, Anders D., J. Ola Lindberg, G?ran Fransson, and Trond Eiliv Hauge. Uptake and Use of Digital Technologies in Primary and Secondary Schools-A Thematic Review of Research[J]. Nordic Journal of Digital Literacy, 2011, 6(4):207-225.
[4]董少校. TALIS项目负责人张民选:点赞声中,静思“短板”[EB/OL].http://www.jyb.cn/china/gnxw/201603/t20160322_655596.html 2016-03-22
[5]CIEB. The Netherlands Overview[EB/OL]. http://www.ncee.org/programs-affiliates/center-on-international-educa tion-benchmarking/topperforming-countries/netherlands-overview/2017-12-20.
[6]魏戈,陈向明.教师实践性知识研究在荷兰——与波琳·梅耶尔教授对话[J].全球教育展望,2015,3:3-14,34.
[7]ELFE-ESL Case Study Visit Report[EB/OL]. https://www.csee-etuce.org/images/attachments/study_report_netherlands.pdf 2017-12-20.
[8]Miller, M., Ribble, T. Educational Leadership in an Online World:Connecting Students to Technology Responsibly, Safely, and Ethically[J].Journal of Asynchronous Learning Networks, 2013,17(1), 137-145.
[9]ADEF. Kennisbasis ICT Versie 1.0[S]. ADEF,2009
[10]ADEF. Kennisbasis ICT Versie 2.0[S]. ADEF,2013.
[11]Kennisnet. IT Competency Framework for Teachers[S]. Zoetermeer:Kennisnet, 2012
[12]Mishra, P.&Koehler, M. J. Technological Pedagogical Content Knowledge:A New Framework for Teacher Knowledge[J]. Teachers College Record 2006,108(6), 1017-1054
[13]何克抗. TPACK——美国“信息技术与课程整合”途径与方法研究的新发展(下)[J].电化教育研究,2012,(6):47-56.
[14]Fisser, P., Voogt, J., Tondeur, J.&Braak, J. van. TPACK:Kennis en Vaardigheden Voor ICT-integratie[M]. Zoetermeer:Kennisnet, 2013.
[15]焦建利,钟洪蕊.技术-教学法-内容知识(TPACK)研究议题及其进展[J].远程教育杂志,2010,(1):39-45.
[16]Knezek, G., Christensen, R., Hancock, R.,&Shoho, A. Toward a Structural Model of Technology Integration[A]. Paper Presented at the Hawaii Educational Research Association Annual Conference[C], Honolulu, HI, 2000.
[17]Rogers, E. Diffusion of Innovations(Fifth edition). Free Press:New York,2003
[18]Tondeur, J., Braak, J., Sang, G., Voogt, J., Fisser, P.,&Ottenbreit-Leftwich, A. Preparing Pre-service Tteachers to Integrate Technology in Education:A Synthesis of Qualitative Evidence[J]. Computers&Education, 2012, 59:134-144.