移动学习对中小学教师教育技术能力培训的支持研究
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摘要
中小学教师教育技术能力培训开展以来,收到了良好的成效,各地中小学教师的教育技术能力得到了普遍提升;但是中小学教师教育技术能力培训也面临着改革以提高培训效率和效果的问题。笔者基于中小学教师教育技术能力培训的现状,从移动学习的角度出发,提出了将移动学习用于支持中小学教师教育技术能力的培训研究,笔者采用文献研究和问卷调查的方法,结合案例分析,提出了移动学习应用于中小学教师教育技术能力培训的策略。
本研究主要包含五个部分,首先是对于研究背景的概述,并探讨研究的意义以及采用何种方法进行研究。其次,通过面向移动学习应用的文献综述,以及中小学教师教育技术能力发展的现状分析,笔者分析了移动学习应用于中小学教师教育技术能力培训的可行性,分别对移动学习和教师教育技术能力这两个核心概念进行了界定,最后分析了移动学习应用于培训的优势,这部分的分析论证了移动学习应用于培训是可行的。第三,笔者选取了我国中东部地区的一部分在岗教师,进行中小学教师教育技术能力提升基于移动学习的需求调查,设计了专门的调查问卷,取得了可信的调查资料,调查表明,大部分教师是欢迎移动学习应用于培训的,同时还了解了教师自有移动学习设备拥有情况,分析表明,未来推行中小学教师教育技术能力的移动学习培训已经具备一定的现实条件。第四,笔者选取了国际上知名的移动学习研究项目进行案例分析,从其应用设计、应用效果出发,最后反思移动学习应用于培训的优势,希望对我国的移动学习的教育应用有所借鉴。最后,提出移动学习理论应用于中小学教师教育技术能力培训的策略,阐述移动学习如何应用于教师教育技术能力培训,在培训的各个阶段能起到什么样的重要作用。
Since the primary and secondary school teachers in educational technology training carried out and good results has been received,the educational technology ability of teachers all around has been generally enhanced. However, educational technology training teachers are also faced with reforms to improve efficiency and effectiveness of the training problems. The study based on the status of educational technology training of primary and secondary school teachers ,from the perspective of mobile learning, M-learning is proposed to be used to support teacher educational technology training and research capacity, the author uses the literature study and survey methods, found some problems in training and mobile learning attempt to solve.
This study consists of five chapters, beginning with an overview of the research background, and explores the significance of the study and the type of method is used. Secondly, mobile learning application for review of the literature, and primary and secondary teacher education analysis of developing technological capabilities, the author analyzed the primary and secondary teacher education mobile learning technical skills used in the feasibility of training, respectively, mobile learning and educational technology ability of these two core concepts are defined, the final analysis the advantages of mobile learning for training purposes, this part of the analysis and appraisal of the mobile learning applied to training is feasible. Third, the study selected in the eastern part of China in the post of teachers, the educational technology training teachers, the demand for mobile learning based survey questionnaire was designed specifically to obtain a reliable survey data, the survey showed that large most teachers are welcome to apply training, mobile learning, teachers also learned about the ownership of its own mobile learning device, analysis shows that the future implementation of the technical capacity of Teacher Education Mobile Learning training is feasible with realistic conditions. Fourth, the study selected a well-known international mobile learning research case study, from application design, application effect of departure, the last reflection of the advantages of mobile learning applied to training, in the hope of educational applications of mobile learning have reference. Finally, this study suggests some strategies for the application of mobile learning for the training of teachers’educational technology ability.
本研究主要包含五个部分,首先是对于研究背景的概述,并探讨研究的意义以及采用何种方法进行研究。其次,通过面向移动学习应用的文献综述,以及中小学教师教育技术能力发展的现状分析,笔者分析了移动学习应用于中小学教师教育技术能力培训的可行性,分别对移动学习和教师教育技术能力这两个核心概念进行了界定,最后分析了移动学习应用于培训的优势,这部分的分析论证了移动学习应用于培训是可行的。第三,笔者选取了我国中东部地区的一部分在岗教师,进行中小学教师教育技术能力提升基于移动学习的需求调查,设计了专门的调查问卷,取得了可信的调查资料,调查表明,大部分教师是欢迎移动学习应用于培训的,同时还了解了教师自有移动学习设备拥有情况,分析表明,未来推行中小学教师教育技术能力的移动学习培训已经具备一定的现实条件。第四,笔者选取了国际上知名的移动学习研究项目进行案例分析,从其应用设计、应用效果出发,最后反思移动学习应用于培训的优势,希望对我国的移动学习的教育应用有所借鉴。最后,提出移动学习理论应用于中小学教师教育技术能力培训的策略,阐述移动学习如何应用于教师教育技术能力培训,在培训的各个阶段能起到什么样的重要作用。
Since the primary and secondary school teachers in educational technology training carried out and good results has been received,the educational technology ability of teachers all around has been generally enhanced. However, educational technology training teachers are also faced with reforms to improve efficiency and effectiveness of the training problems. The study based on the status of educational technology training of primary and secondary school teachers ,from the perspective of mobile learning, M-learning is proposed to be used to support teacher educational technology training and research capacity, the author uses the literature study and survey methods, found some problems in training and mobile learning attempt to solve.
This study consists of five chapters, beginning with an overview of the research background, and explores the significance of the study and the type of method is used. Secondly, mobile learning application for review of the literature, and primary and secondary teacher education analysis of developing technological capabilities, the author analyzed the primary and secondary teacher education mobile learning technical skills used in the feasibility of training, respectively, mobile learning and educational technology ability of these two core concepts are defined, the final analysis the advantages of mobile learning for training purposes, this part of the analysis and appraisal of the mobile learning applied to training is feasible. Third, the study selected in the eastern part of China in the post of teachers, the educational technology training teachers, the demand for mobile learning based survey questionnaire was designed specifically to obtain a reliable survey data, the survey showed that large most teachers are welcome to apply training, mobile learning, teachers also learned about the ownership of its own mobile learning device, analysis shows that the future implementation of the technical capacity of Teacher Education Mobile Learning training is feasible with realistic conditions. Fourth, the study selected a well-known international mobile learning research case study, from application design, application effect of departure, the last reflection of the advantages of mobile learning applied to training, in the hope of educational applications of mobile learning have reference. Finally, this study suggests some strategies for the application of mobile learning for the training of teachers’educational technology ability.
引文
[1]教育部.中小学教师教育技术能力标准(试行)[EB/OL]. http://www.teta.com.cn/teta/cache/article/2008-11-07/6cf75d59-18cff4ad-dbdb-a3d71514f0ea.shtml.
[2]教育部.关于深化教育改革全面推进素质教育的决定, [EB/OL]. http://www.people.com.cn/item/flfgk/gwy/jkww/j990613.html, 1999-6-13.
[3]教育部.教育部关于启动实施全国中小学教师教育技术能力建设计划的通知[EB/OL]. http://www.teta.com.cn/teta/cache/article/2008-11-07/81775300-442c-4f66-60e0-6b67e36785b4.shtml.
[4]教育部.教基[2000]33号.关于中小学普及信息技术教育的通知[EB/OL]. http://info.jyb.cn/jyzck/200603/t20060305_12034.html, 2000-12-19.
[5]教育部.2003-2007年教育振兴行动计划[EB/OL].http://www.edu.cn/20040325/3102277_2.shtml.
[6]教育部.教育部关于加快推进全国教师教育网络联盟计划,组织实施新一轮中小学教师全员培训的意见[EB/OL].http://www.moe.edu.cn/edoas/website18/20/info12020.htm.
[7]王建华,李晶,张珑.移动学习理论与实践[M].北京:科学出版社,2009.09.
[8]中国工信部. 2010年1-6月通信业运行状况[EB/OL]. http://www.miit.gov.cn/n11293472/index.html,2010-7-2.
[9]李芒.信息化学习方式[M],北京:北京师范大学出版社,2006.04.
[10]威廉·霍顿.数字化学习设计[M].北京:教育科学出版社,2009.11.
[11]黄荣怀,Jyri Salomaa.移动学习-理论·现状·趋势[M].北京:科学出版社,2008.05.
[12]马红亮.虚拟学习社区中的互动[M].北京:中国社会科学出版社,2009.10.
[13]张立国.虚拟学习社区交互结构研究[M].北京:教育科学出版社,2009.07.
[14]刘清堂,王忠华,李书明.网络教育资源设计与开发[M].北京:北京大学出版社,2009.09.
[15]孙祯祥等.无障碍网络教育环境的构建[M].北京:科学出版社,2008.12.
[16]哈林顿(Harrington,R),莱(lai,T)著. Apple苹果数字化教学教师手册[M].袁继平译.北京:电子工业出版社,2009,10.
[17]杨俊峰,王以宁.国外重点移动教育研究项目案例[J],http://www.edu.cn 2006-05-12.
[18]申仁洪.面向信息时代的技术与认知—远程多媒体教学策略[M],北京科学出版社,2009.08.
[19]闫寒冰,魏非.远程教学设计[M].上海:华东师范大学出版社,2008.07.
[20]刘晓中,王雨.为教育的今天,更为教育的明天[J].中国信息技术教育,2010(9):4-7.
[21]柯清超.移动学习环境下的教学创新[J].中国信息技术教育,2010(9):8-10.
[22]李玉顺,朱美娜,黄荣怀等.移动学习研究—实践者的感言[J].中国信息技术教育,2010(9):13-15.
[23]张伟,陈琳,丁彦.移动学习时代的学习观:基于分布式认知论的观点[J].中国电化教育,2010(4):21-25.
[24]刘丙利,王利.国外移动学习项目的介绍与启示—基于frohberg的移动项目分析框架[J].中国电化教育,2010(4):26-31.
[25]詹青龙,张静然,邵银娟等.移动学习的理论研究和实践探索—与迈克·沙尔普斯教授的对话[J].中国电化教育,2010(3):1-7.
[26]黄龙翔,陈文莉,吕赐杰等.移动学习活动的属性分析:探讨学习活动设计的两个个案[J].中国电化教育,2010(2):7-15.
[27]杨伟杰.广州市中小学教师信息技术应用能力现状及培训的发展趋势[J].中国教育信息化,2009年14期:77-80.
[28]徐继红,田振清.高校教师信息技术能力培训平台的设计与实现[J].内蒙古师范大学学报,2009(2):171-177.
[29]刘安兰.浅谈面对教育信息化的中小学教师教育技术能力的培训[J].科技信息,2009(17):407-408.
[30]闫英琪,黄兰芳,景丽等.中小学教师信息技术能力培训内容框架探析[J].中国教育信息化,2009(16):1-5.
[31]张晓红,张军征.农村远程教育条件下中小学教师的信息化教学能力培训的探讨[J].现代教育技术,2009(10):
[32]李春武.农村教师教育技术能力培训方式的行动研究[J].现代教育技术,2009(10):66-68.
[33]张合斌,朵天林.移动学习资源的建设模式[J].教育信息化,2006(8):44-46.
[34]方晶,陈章其.移动学习资源的开发初探[J].现代教育技术,2007(7):55-60.
[35]汪凤麟,李望秀,李华新.对国内移动学习文献的定量分析[J].现代教育技术,2008(12):62-66.
[36]连红.移动学习中教学设计模式的研究[J].现代远程教育研究,2008(1):65-67.
[37]郭腾,李莹.移动学习在农村教师培训中的应用探讨[J].教育技术导刊,2007(1):14-15.
[38]李乾,高鸽,孙双.移动学习应用模式研究综述[J].现代教育技术,2008(10):64-68.
[39]刘建设,李青,刘金梅.移动学习研究现状综述[J].电化教育研究,2007(7):21-25.
[40] Mike Sharples, Dan Corlett, Oliver Westmancott. The Design and Implementation Of a Mobile Learning Resource [J]. Personal and Ubiquitous Computing 2002 (6):220–234.
[41]Heath, Barbara, Herman, Russell, Lugo, Gabriel, Reeves, James, Vetter, Ron, Ward, Charles R., Developing a Mobile Learning Environment to Support Virtual Education Communities [J]. T H E Journal, vol32, 2005.
[42]C.Y. Chang, J.P. Sheu, T.W. Chan. Concept and design of Ad Hoc and Mobile classrooms [J]. Journal of Computer Assisted Learning 2003(19): 336-346.
[43]H.U. Hoppe1, R. Joiner2, M. Milrad3, M. Sharples4. Guest editorial: Wireless and Mobile Technologies in Education [J]. Journal of Computer Assisted Learning 2003(19): 255-259.
[44]Maria Virgos, Eythimios Alepis. Mobile educational features in authoring tools for personalised tutoring [J]. Computers & Education 2005(44):53–68.
[45]Hsue-Yie Wang, Tzu-Chien Liu, Chih-Yueh Chou, Jen-Kai Liang, Tak-Wai Chan, Stephen Yang. A Framework of Three Leaning Activity Levels for Enhancing The Usability And Feability of Wireless Learning Environments [J]. Educational Computing Research, 2004,30(4):331-351.
[2]教育部.关于深化教育改革全面推进素质教育的决定, [EB/OL]. http://www.people.com.cn/item/flfgk/gwy/jkww/j990613.html, 1999-6-13.
[3]教育部.教育部关于启动实施全国中小学教师教育技术能力建设计划的通知[EB/OL]. http://www.teta.com.cn/teta/cache/article/2008-11-07/81775300-442c-4f66-60e0-6b67e36785b4.shtml.
[4]教育部.教基[2000]33号.关于中小学普及信息技术教育的通知[EB/OL]. http://info.jyb.cn/jyzck/200603/t20060305_12034.html, 2000-12-19.
[5]教育部.2003-2007年教育振兴行动计划[EB/OL].http://www.edu.cn/20040325/3102277_2.shtml.
[6]教育部.教育部关于加快推进全国教师教育网络联盟计划,组织实施新一轮中小学教师全员培训的意见[EB/OL].http://www.moe.edu.cn/edoas/website18/20/info12020.htm.
[7]王建华,李晶,张珑.移动学习理论与实践[M].北京:科学出版社,2009.09.
[8]中国工信部. 2010年1-6月通信业运行状况[EB/OL]. http://www.miit.gov.cn/n11293472/index.html,2010-7-2.
[9]李芒.信息化学习方式[M],北京:北京师范大学出版社,2006.04.
[10]威廉·霍顿.数字化学习设计[M].北京:教育科学出版社,2009.11.
[11]黄荣怀,Jyri Salomaa.移动学习-理论·现状·趋势[M].北京:科学出版社,2008.05.
[12]马红亮.虚拟学习社区中的互动[M].北京:中国社会科学出版社,2009.10.
[13]张立国.虚拟学习社区交互结构研究[M].北京:教育科学出版社,2009.07.
[14]刘清堂,王忠华,李书明.网络教育资源设计与开发[M].北京:北京大学出版社,2009.09.
[15]孙祯祥等.无障碍网络教育环境的构建[M].北京:科学出版社,2008.12.
[16]哈林顿(Harrington,R),莱(lai,T)著. Apple苹果数字化教学教师手册[M].袁继平译.北京:电子工业出版社,2009,10.
[17]杨俊峰,王以宁.国外重点移动教育研究项目案例[J],http://www.edu.cn 2006-05-12.
[18]申仁洪.面向信息时代的技术与认知—远程多媒体教学策略[M],北京科学出版社,2009.08.
[19]闫寒冰,魏非.远程教学设计[M].上海:华东师范大学出版社,2008.07.
[20]刘晓中,王雨.为教育的今天,更为教育的明天[J].中国信息技术教育,2010(9):4-7.
[21]柯清超.移动学习环境下的教学创新[J].中国信息技术教育,2010(9):8-10.
[22]李玉顺,朱美娜,黄荣怀等.移动学习研究—实践者的感言[J].中国信息技术教育,2010(9):13-15.
[23]张伟,陈琳,丁彦.移动学习时代的学习观:基于分布式认知论的观点[J].中国电化教育,2010(4):21-25.
[24]刘丙利,王利.国外移动学习项目的介绍与启示—基于frohberg的移动项目分析框架[J].中国电化教育,2010(4):26-31.
[25]詹青龙,张静然,邵银娟等.移动学习的理论研究和实践探索—与迈克·沙尔普斯教授的对话[J].中国电化教育,2010(3):1-7.
[26]黄龙翔,陈文莉,吕赐杰等.移动学习活动的属性分析:探讨学习活动设计的两个个案[J].中国电化教育,2010(2):7-15.
[27]杨伟杰.广州市中小学教师信息技术应用能力现状及培训的发展趋势[J].中国教育信息化,2009年14期:77-80.
[28]徐继红,田振清.高校教师信息技术能力培训平台的设计与实现[J].内蒙古师范大学学报,2009(2):171-177.
[29]刘安兰.浅谈面对教育信息化的中小学教师教育技术能力的培训[J].科技信息,2009(17):407-408.
[30]闫英琪,黄兰芳,景丽等.中小学教师信息技术能力培训内容框架探析[J].中国教育信息化,2009(16):1-5.
[31]张晓红,张军征.农村远程教育条件下中小学教师的信息化教学能力培训的探讨[J].现代教育技术,2009(10):
[32]李春武.农村教师教育技术能力培训方式的行动研究[J].现代教育技术,2009(10):66-68.
[33]张合斌,朵天林.移动学习资源的建设模式[J].教育信息化,2006(8):44-46.
[34]方晶,陈章其.移动学习资源的开发初探[J].现代教育技术,2007(7):55-60.
[35]汪凤麟,李望秀,李华新.对国内移动学习文献的定量分析[J].现代教育技术,2008(12):62-66.
[36]连红.移动学习中教学设计模式的研究[J].现代远程教育研究,2008(1):65-67.
[37]郭腾,李莹.移动学习在农村教师培训中的应用探讨[J].教育技术导刊,2007(1):14-15.
[38]李乾,高鸽,孙双.移动学习应用模式研究综述[J].现代教育技术,2008(10):64-68.
[39]刘建设,李青,刘金梅.移动学习研究现状综述[J].电化教育研究,2007(7):21-25.
[40] Mike Sharples, Dan Corlett, Oliver Westmancott. The Design and Implementation Of a Mobile Learning Resource [J]. Personal and Ubiquitous Computing 2002 (6):220–234.
[41]Heath, Barbara, Herman, Russell, Lugo, Gabriel, Reeves, James, Vetter, Ron, Ward, Charles R., Developing a Mobile Learning Environment to Support Virtual Education Communities [J]. T H E Journal, vol32, 2005.
[42]C.Y. Chang, J.P. Sheu, T.W. Chan. Concept and design of Ad Hoc and Mobile classrooms [J]. Journal of Computer Assisted Learning 2003(19): 336-346.
[43]H.U. Hoppe1, R. Joiner2, M. Milrad3, M. Sharples4. Guest editorial: Wireless and Mobile Technologies in Education [J]. Journal of Computer Assisted Learning 2003(19): 255-259.
[44]Maria Virgos, Eythimios Alepis. Mobile educational features in authoring tools for personalised tutoring [J]. Computers & Education 2005(44):53–68.
[45]Hsue-Yie Wang, Tzu-Chien Liu, Chih-Yueh Chou, Jen-Kai Liang, Tak-Wai Chan, Stephen Yang. A Framework of Three Leaning Activity Levels for Enhancing The Usability And Feability of Wireless Learning Environments [J]. Educational Computing Research, 2004,30(4):331-351.