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香港教育技術發(fā)展FirstComputerCourseinsec.sch.第一個中學電腦課程ITinEd資訊科技教育應用IntegratewithCurriculum與課程整合199820041982技術學習Technology資訊科技應用ITinEducationPun,S.W.(2000).香港教育技術發(fā)展FirstComputerCourse21997施政報告PoliceAddress推行為期五年的資訊科技教育策略，鼓勵學校應用資訊科技，提高教與學的成效。協(xié)助教師掌握必要的資訊科技應用技巧；利用電腦輔助各個學科的授課和學習；以及讓學生在校內活動多應用資訊科技，從小習慣活學活用。在五年內，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，使資訊科技能廣泛應用于校園生活每個環(huán)節(jié)，而所有教師和中五畢業(yè)生都能夠運用自如。.hk/gb/.hk/pa97/chinese/cpaindex.htm1997施政報告PoliceAddress推行為期五3199819984激發(fā)和維持學生的學習興趣；25%的課程上採用資訊科技來輔助教學活動；擴闊學生的視野，豐富他們的學習經(jīng)驗，幫助他們發(fā)展具創(chuàng)意的思維。隨激發(fā)學生的創(chuàng)意；鼓勵學生不斷自學進修，培養(yǎng)合作精神。資訊科技鼓勵學生按其本身程度學習，養(yǎng)成自學的習慣，令他們終生受惠。與此同時，資訊科技也會加強學生的溝通技巧和合作精神。目標Objectivestoarouseandmaintainourstudents’motivationtolearn.tohaveteachingandlearningin25%ofourcurriculumsupportedbytheuseofITinfiveyears’time;tobroadenourstudents’horizons,soastoenrichtheirlearningexperienceandfacilitatethedevelopmentofacreativemind.andtoencourageindependentlifelonglearningandinstilteamspirit.激發(fā)和維持學生的學習興趣；25%的課程上採用資訊科技來輔助教5工作Missions協(xié)助教師適應他們作為“推動者”的新角色，讓他們盡快習慣使用資訊科技，並掌握運用資訊科技的普通技巧；在學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；按照各間學校的準備狀況，逐步向它們提供更多資訊科技設施，並協(xié)助學校克服它們在轉用以資訊科技為本的教與學模式時所遇到的實際環(huán)境方面的限制；建立網(wǎng)絡基建，方便教育界人士共用教育資源，促進他們之間以及與社會各界人士互通訊息。helpingourteacherstosettleintheirnewroleasa“facilitator”andbecomecomfortableandhabitualITusersassoonaspossible;incorporatingITelementsintheschoolcurriculumandenhancingprovisionofeducationalsoftwareinamorestructuredframework;progressivelyenhancingtheprovisionofITfacilitiesforschoolsinlinewiththeirreadiness,andworkingwithschoolstoovercomephysicalconstraintsintheadaptationtoIT-basedteachingandlearning;andbuildingupanetworkinfrastructuretofacilitatesharingofeducationalresourcesandcommunicationswithintheeducationsector,andbetweentheeducationsectorandthecommunity.工作Missions協(xié)助教師適應他們作為“推動者”的新6教師培訓資訊科技能力水平ITCompetency基本程度中級程度中上程度高級程度2000-012002-03100%75%25%1至2人100%:在職教師pre-service:職前培訓in-service教師培訓資訊科技能力水平ITCompe7基本程度BasicITCompetency認知需要扮演學習的推動者這個新角色，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)成的教學軟件?？赡茼毥邮芗s18小時訓練；PreparetobelearningfacilitatorsKnowbasicoperationslikewordprocessing,webbrowsingOperatecourseware18hoursoftraining基本程度BasicITCompetency認知需8中級程度IntermediateITCompetency在授課和備課時，懂得運用一些資訊科技工具，應用互聯(lián)網(wǎng)及內聯(lián)網(wǎng)上的教學資源。須接受約30小時訓練；KnowhowtoapplyITtoolsinpreparationofteachingmaterialsandinteachingKnowhowtouseresourcesintheInternetorIntranet30hoursoftraining中級程度IntermediateITCompetenc9中上程度UpperIntermediateCompetency懂得使用電腦聯(lián)網(wǎng)解決簡單的硬件和軟件問題可靈活地運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及用途。接受約30小時訓練；KnowhowtouseLANSolvesimplehardwareandsoftwareproblemsDevelopcoursewareUnderstandthecharacteristicsandusesofdifferentITtools30hoursoftraining中上程度UpperIntermediateCompet10高級程度AdvancedITCompetency具備知識理解電腦管理教學系統(tǒng)的功能檢討電腦教學程式的成效利用資訊科技設計教材選擇適當?shù)馁Y訊科技設備，以配合學校的需要。KnowledgeUnderstandhowaLearningManagementSystemworksEvaluatetheeffectivenessofcoursewareDesigncoursewareusingITChoosesuitableITequipmenttosuittheschoolneeds課程高級程度AdvancedITCompetency具備知11高級程度AdvancedITCompetency功能就教學方面應用資訊科技的事宜，向同事提供意見；在學校推廣資訊科技文化；為學校制訂校本資訊科技計劃或研製教學軟件；管理學校的資訊科技系統(tǒng)；訓練以兼讀方式，在兩年內接受約120小時訓練。在受訓期間，學?；蛎獬嘘P教師的部分教學職務。FunctionProvideconsultativeserviceonIT-relatedmatterstootherteachersPromoteITcultureDeviseschool-basedITplanordevelopcoursewareManagetheITinfrastructureTraining–part-timebase,120hoursoftraining高級程度AdvancedITCompetency功能F12第一個五年計劃FirstFive-yearPlan以硬件及網(wǎng)絡建設為主教師培訓以技術為主，雖提及教師角色的轉換，但未有確實的策畧FocusedathardwareandinfrastructureTeacherstrainedwithskills.Teachers’rolechangementioned,butnostrategytosubstantiate第一個五年計劃FirstFive-yearPlan以硬13進展評核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進展評核ProgressEvaluationPrelim14Findings(2002)教與學香港的硬體，軟體與及網(wǎng)絡設施已大幅進步教師與學生的資訊科技能已大幅提昇很多教師仍將個人的角色設定為知識的提供者，在香港的學校中，範式轉向(從教師為中心轉為以學生為中心)沒有明顯的出現(xiàn)某些學校，由於領導階層有明確的視野及對資訊科技教育作為課程及教學改革的先行者有深刻的認識，出現(xiàn)了一些創(chuàng)新的教學模式TeachingandLearningThehardware,softwareandnetworkinginfrastructureprovisionsinHongKongschoolshavebeengreatlyimproved

anoticeableimprovementintheteachers’andstudents’ITskillssince1998.Manyteachersstillperceivetheirrolemainlyasprovidersofknowledge,thereisnonoticeableparadigmshift(teacher-centredtostudent-centred)inteachingpracticeacrossthegeneralpopulationofschools,innovativepedagogieshavesuccessfullyemergedinsomeschoolswheretheschoolleadershiphasaclearvisionandunderstandingoftheITEdinitiativeasoneofpromotingcurriculumandpedagogicalreform.Findings(2002)教與學Teachingand15Findings(2005)連接與應用香港的小學，中學及特殊學校平均每校有89.8,237,71部電腦所有學校電腦均可上網(wǎng)，95.8%(小學),97.6%(中學)及93.9%(特殊學校)使用寬帶上網(wǎng)96%學校校長每天在學校上網(wǎng)，在家上每天上網(wǎng)的在94%以上。96%教師每天在學校上網(wǎng)，在家上每天上網(wǎng)的在97%以上.小學生來說，22.2%小三學生，22.8小六學生每天在學校上網(wǎng)多於一小時。45.9%及71.9%每天在家上網(wǎng)多於一小時中學生來說，17.7%中二學生,12.1%中四學生,11.1%中六學生每天在學校上網(wǎng)多於一小時；83.2%,87.1%,82.1%每天在家上網(wǎng)多於一小時特殊學校學生來說，30.4%每天在學校上網(wǎng)多於一小時；45.1%每天在家上網(wǎng)多於一小時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)連接與應用Access,co16Findings(2005)教師培訓所有受訪教師都已接受基本程度培訓，89.2%小學教師，89.3%中學教師，92.2%特殊學校教師都已接受中等程度或以上程度的培訓教師反映，培訓課程應減少技術訓練而著重教與學上的應用與專業(yè)上的發(fā)展及同儕間在學科教學上的經(jīng)驗分享76.8%至87.3%的教師認為他們未能於教學中使用資訊科技的理由是他們缺乏時間及公開考試的壓力他們希望可以適當?shù)募夹g支援及由專人來評選適當?shù)慕虒W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Teacherena17Findings(2005)課程，教學及資源資訊科技較多使用，多用於搜尋資訊及準備教學材料及筆記於關鍵學習領域教學較多使用小學：文科領域：82.4%；英語(97.6%)中學：中文：91.8%；科學：98.7%教師為中心多於以學生為中心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，教學及資源Curricu18學習於家中使用電腦大幅多於在學校使用主要用於娛樂、搜尋資訊；亦有用於學習StudentlearninguseofITathomeismuchhigherthantheiruseinschool.theyusedITmainlyforentertainmentandsearchinginformationoutsideschool;butalsoforlearning-relatedwork.學習Studentlearning192004EnpoweringTeachingandLearningwithIT(July2004).hk/index.aspx?langno=1&nodeID=24972004EnpoweringTeachingandLe202004善用資訊新科技開拓教學新世紀

EmpoweringLearningandTeachingwithInformationTechnology目標一：利用資訊科技加強學習者的能力─目標二：利用資訊科技加強教師的教學能力目標三：配合知識年代提升學校領導能力目標四：豐富數(shù)碼學習資源目標五：改善資訊科技基礎設施及利用資訊科技創(chuàng)新教學法目標六：進行持續(xù)研究及發(fā)展目標七：推動社區(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新世紀

Empowering212004年三年計劃Three-yearsPlan深化以往的政策注重落實於教與學DeepenwhathavebeendoneMorefocusedatteachingandlearning2004年三年計劃Three-yearsPlan深化以往22怎樣落實Howtoimplement資訊素養(yǎng)教師專業(yè)發(fā)展InformationLiteracyTeachers’ProfessionalDevelopment怎樣落實Howtoimplement資訊素養(yǎng)Infor23資訊素養(yǎng)InformationLiteracy為學生制定一個「資訊素養(yǎng)」的架構，幫助師生更明確理解資訊科技教育的學習目標?！纲Y訊素養(yǎng)」一詞泛指下列範疇的學習成果：資訊科技的基本操作和概念，包括何時使用甚麼工具及何時不需使用有關使用資訊科技的社會和道德問題；把資訊科技作為促進生產(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為學生制定24香港學生資訊素養(yǎng)架構的制定

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

香港學生資訊素養(yǎng)架構的制定

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

具備資訊素養(yǎng)的人「懂得界定何時需要資訊，

並具備尋找、

評估及

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何時需要資訊

recognize 評估資訊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27廿一世紀學生應要掌握必需的技能和知識以處理資訊如理解、尋找、分析、評核與整合資訊等應用處理資訊的技能和知識作出適當?shù)臎Q定及解決問題具備反思處理資訊的習慣懂得在急速變化而資訊豐富的環(huán)境規(guī)劃反思及調控其探究過程Toenablestudentstomasterthenecessaryskillstocomprehend,locate,analyse,criticallyevaluateandsynthesizeinformationandapplytheirknowledgetoinformdecisionsandproblemsolving;Todevelopstudentsasreflectivelearnerswhoareabletoplan,reflectuponandregulatetheirprocessofinquiryinarapidlychanging,information-basedenvironment;廿一世紀學生應要掌握必需的技能和知識以處理資訊Toena28認識自學能力對個人成長生活娛樂及終身學習的貢獻在個人及與他人合作使用資訊時有更大的自主權，但同時亦要他們承擔社會責任Toenablestudentstoappreciatethatbeinganindependentlearnerwillcontributetopersonalgrowth,enjoymentandlifelonglearning;Toempowerstudentswithgreaterautonomyandsocialresponsibilityovertheuseofinformationintheirindividualaswellascollaborativelearning.認識自學能力Toenablestudentstoap29香港學生資訊素養(yǎng)的組成認知後設認知情感社會文化找尋理解運用分析綜合評估態(tài)度動機與價值

群體投入社會價值察覺計劃及監(jiān)控反思表達融合香港學生資訊素養(yǎng)的組成認知後設認知情感社會文化找尋理解運用分30CodingSchemecognitivedimensionmeta-cognitivedimensionaffectivedimensionsocio-culturaldimensionfindcomprehendapplyanalysesynthesizeevaluateattitudemotivation&valuecommunalsocialawarenessplanning&monitoringreflectionpresentintegrateCodingSchemecognitivedimensi31進展評核ProgressEvaluationStudyonEvaluatingtheEffectivenessoftheEmpoweringLearningandTeachingwithInformationTechnologyˇStrategy(2004/2007)ToevaluatetheimpactofITonstudents'learningoutcomesinChineseandmathematicsatprimaryschoollevel,ChineseandScienceatsecondaryschoollevelandinspecialschools.ToconcludetheoveralleffectivenessoftheStrategyandtorecommendthewayforwardforITEd.http://www.cite.hku.hk/en/research/projects/ilpa.htm進展評核ProgressEvaluationStudy32政策以外BesidesPolicy四所師資培訓機構的研究與發(fā)展香港教育學院香港浸會大學香港中文大學香港大學學習方法的發(fā)展與實驗香港中文大學香港大學ResearchandDevelopmentbythe4Teacher-trainingInstitutesinHongKongHongKongInstituteofEducationHongKongBaptistUniversityTheChineseUniversityofHongKongHongKongUniversityThelast2havesomedevelopmentsonLearningwithIT政策以外BesidesPolicy四所師資培訓機構的研究33TowardKnowledgeConstruction--HKU建構知識以培養(yǎng)高層次思維能力TowardKnowledgeConstruction34KnowledgeConstructionProjectinCUHK

香港中文大學知識建構項目遠端協(xié)作學習跨科、跨校、跨地專題研習建立全球小學學習社群學生為中心虛擬學習環(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習村DISCOL3IProjectSituatedGame–TheVISOLE(VisualInteractiveStudent-CentredLearningEnvironment)ApproachWebQuestTrainingworkshops04-05(31Eventsof28persons)05-06(18Eventsof28)ResourceBankExemplarSchoolsCompetitionLearningVillagesKnowledgeConstructionProject35遠端協(xié)作學習

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

遠端協(xié)作學習

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在學與教中恰當應用資訊科技應用得宜應用不當設計一個均衡的資訊科技課程，著重資訊科技的知識、技能和態(tài)度的培養(yǎng)，以達到不同學習情境的學習目標和重點設計一個只著重培養(yǎng)資訊科技知識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「點綴」的工具。要求學生上網(wǎng)搜尋資料時，因應學生的能力和經(jīng)驗，提供適切和足夠的指引在沒有足夠的指引下，指派學生運用資訊科技完成課業(yè)。設計校本資訊科技課程時，考慮學生的認知、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。鼓勵學生以批判的角度，評鑑資訊，並且推廣運用資訊科技的操守，例如註明資訊的來源。學生在缺乏適當?shù)闹笇拢诨ヂ?lián)網(wǎng)中尋找資訊。在有意義的情境中，評估學生應用資訊科技的能力。脫離真實情境，孤立地評估學生的資訊科技知識和能力。.hk/it_2003/tc/resources.htm

Agree?在學與教中恰當應用資訊科技應用得宜應用不當設計一個均衡的資訊44ITinEducationExamplesITinEducationExamples45鳴謝香港麗澤中學鳴謝香港麗澤中學46中一綜合科學「運動對脈搏速率的影響」1) 學生已於前數(shù)學課裏掌握了統(tǒng)計學的初步知識，只須稍作重溫。2) 透過討論，將全班學生由快至慢分為若干組才算合理。3) 透過討論，如何記錄到達所需時間。4) 在課室或實驗室內每學生將自己的在運動前脈搏速率輸入電腦內並傳遞至學校網(wǎng)絡的數(shù)據(jù)庫中。5) 學生將自己的手提電腦放置於天臺的安全的位置。6) 老師將全體同學帶到地面。7) 學生由樓梯跑步到天臺。8) 學生記錄自己脈搏速率輸入電腦內並傳遞至學校網(wǎng)絡的數(shù)據(jù)庫中。9) 學生將電腦帶回課室或實驗室中。10) 學生將全班的數(shù)據(jù)由網(wǎng)絡下載。11) 根據(jù)2)的結果找出每組的平均脈搏速率上升量劃出圖表。12) 根據(jù)11)的結果，找出結論。中一綜合科學「運動對脈搏速率的影響」1) 學生已於前數(shù)學47中國語文教育(2)教學重點：品德情意範疇到「蘇東坡」網(wǎng)站.tw/This/is/taconet/top_hosts//Fandy/sue/sue.html(Big5)網(wǎng)站內有蘇軾的生平、所處的時代背景、蘇軾的作品和一些參考書目、相關人物等資料。參考題目：「烏臺詩案」後，蘇軾的下場怎樣？（閱讀能力）你覺得蘇軾是因為甚麼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？（批判性思維訓練）假如你是蘇軾，面對別人的中傷及誹謗，你會怎樣處理呢？有何「妙計」呢？（創(chuàng)意思維的訓練）中國語文教育(2)教學重點：品德情意範疇到「蘇東坡」網(wǎng)站48丙、數(shù)學教育(1)教學重點：探究實驗概率及理論概率活動指引：1. 利用滑鼠按按鈕，以增加旁邊的數(shù)字至「8」，設定顏色數(shù)目。2. 在「Howmanyspins?」旁輸入「1000」，設定轉動次數(shù)。3. 按「Spin」按鈕，然後按「ShowResultsFrame」，觀察表中每種顏色的實驗(Experimental)概率及理論(Theoretical)概率。4. 按「NewExperiment」，以不同的顏色數(shù)目及轉動次數(shù)重覆指引3。每按「Spin」按鈕一次後，比較所示的兩種概率?；卮饐栴}：按觀察所得的結果，完成下列問題。1. 當轉動輪盤的次數(shù)很大時，實驗概率（=、>、<、）理論概率。2. 試找出若顏色的數(shù)目為10時，指針停在藍色部分的理論概率：丙、數(shù)學教育(1)教學重點：探究實驗概率及理論概率活動指引49中七化學「臭氧層厚度與皮膚癌發(fā)病率的關係」中七化學「臭氧層厚度與皮膚癌發(fā)病率的關係」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香港教育技術發(fā)展FirstComputerCourseinsec.sch.第一個中學電腦課程ITinEd資訊科技教育應用IntegratewithCurriculum與課程整合199820041982技術學習Technology資訊科技應用ITinEducationPun,S.W.(2000).香港教育技術發(fā)展FirstComputerCourse691997施政報告PoliceAddress推行為期五年的資訊科技教育策略，鼓勵學校應用資訊科技，提高教與學的成效。協(xié)助教師掌握必要的資訊科技應用技巧；利用電腦輔助各個學科的授課和學習；以及讓學生在校內活動多應用資訊科技，從小習慣活學活用。在五年內，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，使資訊科技能廣泛應用于校園生活每個環(huán)節(jié)，而所有教師和中五畢業(yè)生都能夠運用自如。.hk/gb/.hk/pa97/chinese/cpaindex.htm1997施政報告PoliceAddress推行為期五701998199871激發(fā)和維持學生的學習興趣；25%的課程上採用資訊科技來輔助教學活動；擴闊學生的視野，豐富他們的學習經(jīng)驗，幫助他們發(fā)展具創(chuàng)意的思維。隨激發(fā)學生的創(chuàng)意；鼓勵學生不斷自學進修，培養(yǎng)合作精神。資訊科技鼓勵學生按其本身程度學習，養(yǎng)成自學的習慣，令他們終生受惠。與此同時，資訊科技也會加強學生的溝通技巧和合作精神。目標Objectivestoarouseandmaintainourstudents’motivationtolearn.tohaveteachingandlearningin25%ofourcurriculumsupportedbytheuseofITinfiveyears’time;tobroadenourstudents’horizons,soastoenrichtheirlearningexperienceandfacilitatethedevelopmentofacreativemind.andtoencourageindependentlifelonglearningandinstilteamspirit.激發(fā)和維持學生的學習興趣；25%的課程上採用資訊科技來輔助教72工作Missions協(xié)助教師適應他們作為“推動者”的新角色，讓他們盡快習慣使用資訊科技，並掌握運用資訊科技的普通技巧；在學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；按照各間學校的準備狀況，逐步向它們提供更多資訊科技設施，並協(xié)助學?？朔鼈冊谵D用以資訊科技為本的教與學模式時所遇到的實際環(huán)境方面的限制；建立網(wǎng)絡基建，方便教育界人士共用教育資源，促進他們之間以及與社會各界人士互通訊息。helpingourteacherstosettleintheirnewroleasa“facilitator”andbecomecomfortableandhabitualITusersassoonaspossible;incorporatingITelementsintheschoolcurriculumandenhancingprovisionofeducationalsoftwareinamorestructuredframework;progressivelyenhancingtheprovisionofITfacilitiesforschoolsinlinewiththeirreadiness,andworkingwithschoolstoovercomephysicalconstraintsintheadaptationtoIT-basedteachingandlearning;andbuildingupanetworkinfrastructuretofacilitatesharingofeducationalresourcesandcommunicationswithintheeducationsector,andbetweentheeducationsectorandthecommunity.工作Missions協(xié)助教師適應他們作為“推動者”的新73教師培訓資訊科技能力水平ITCompetency基本程度中級程度中上程度高級程度2000-012002-03100%75%25%1至2人100%:在職教師pre-service:職前培訓in-service教師培訓資訊科技能力水平ITCompe74基本程度BasicITCompetency認知需要扮演學習的推動者這個新角色，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)成的教學軟件?？赡茼毥邮芗s18小時訓練；PreparetobelearningfacilitatorsKnowbasicoperationslikewordprocessing,webbrowsingOperatecourseware18hoursoftraining基本程度BasicITCompetency認知需75中級程度IntermediateITCompetency在授課和備課時，懂得運用一些資訊科技工具，應用互聯(lián)網(wǎng)及內聯(lián)網(wǎng)上的教學資源。須接受約30小時訓練；KnowhowtoapplyITtoolsinpreparationofteachingmaterialsandinteachingKnowhowtouseresourcesintheInternetorIntranet30hoursoftraining中級程度IntermediateITCompetenc76中上程度UpperIntermediateCompetency懂得使用電腦聯(lián)網(wǎng)解決簡單的硬件和軟件問題可靈活地運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及用途。接受約30小時訓練；KnowhowtouseLANSolvesimplehardwareandsoftwareproblemsDevelopcoursewareUnderstandthecharacteristicsandusesofdifferentITtools30hoursoftraining中上程度UpperIntermediateCompet77高級程度AdvancedITCompetency具備知識理解電腦管理教學系統(tǒng)的功能檢討電腦教學程式的成效利用資訊科技設計教材選擇適當?shù)馁Y訊科技設備，以配合學校的需要。KnowledgeUnderstandhowaLearningManagementSystemworksEvaluatetheeffectivenessofcoursewareDesigncoursewareusingITChoosesuitableITequipmenttosuittheschoolneeds課