Understanding Factors Affecting Primary School Teachers' Use of ICT for Student-Centered Education in Mongolia
Understanding Factors Affecting Primary School Teachers' Use of ICT for Student-Centered Education in Mongolia
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发表时间：
2018
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通讯作者：
Shengru Li;Shinobu Yamaguchi;Jun-ichi Takada
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作者：
Shengru Li;Shinobu Yamaguchi;Jun-ichi Takada
过去二十年见证了信息通信技术在教育中的不断应用，在教育变革的背景下揭示了教师在教育中采用信息通信技术的信念的重要性。近年来，蒙古教育体系更加重视以学生为中心的教育以及信息通信技术在教学中的运用。根据教育总体规划（蒙古政府，2006）、新教育标准和核心课程，教师培训已成为地方责任，重点关注将信息通信技术引入教育和实施以学生为中心的教育（亚洲开发银行，2008；文化教育和科学部，2014）。尽管人们对使用信息通信技术进行以学生为中心的教育的兴趣日益浓厚，但蒙古目前用于了解小学教师对使用信息通信技术进行以学生为中心的教育的看法的研究数量有限。本研究旨在了解影响教师对使用信息通信技术进行以学生为中心的教育的看法的因素。基于富兰的教育变革理论，通过多元线性回归和焦点小组讨论对蒙古838名小学教师进行分析，发现教师的专业能力和使用ICT的感知效益是影响教师使用ICT工具进行以学生为中心的教育的认知的重要因素。此外，教师的专业能力、使用信息通信技术的感知效益以及教师合作正在影响教师对使用数字内容进行以学生为中心的教育的看法。
The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers’ beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher training has become a local responsibility under the Education Master Plan (Government of Mongolia, 2006), New Education Standard and Core Curriculum which focus on the introduction of ICT into education and the implementation of student-centered education (Asian Development Bank, 2008; Ministry of Culture Education and Science, 2014). Despite the growing interest in using ICT for student-centered education, a limited number of studies exist in Mongolia to understand primary school teachers’ perception on use of ICT for student-centered education. This study aims to understand the factors affecting teachers’ perceptions on use of ICT for student-centered education. Based on Fullan’s educational change theory, the analysis through multiple linear regression and focus group discussion was conducted on 838 primary school teachers in Mongolia which found that teacher’s professional competency and perceived benefits on use of ICT are significant factors affecting teachers’ perceptions on use of ICT tool for student-centered education. Furthermore, teacher’s professional competency, perceived benefits on use of ICT and teacher cooperation are affecting teachers’ perceptions on use of digital contents for student-centered education.