IT and curriculum processes: Dilemmas and challenges
IT and curriculum processes: Dilemmas and challenges
复制标题
IT 和课程流程：困境和挑战
DOI：
10.1007/978-0-387-73315-9_7
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
J. Voogt
中科院分区：
文献类型：
--
作者：
J. Voogt
课程涉及不同教育层次的学习目标、内容和组织（Walker, 2003）。评估也越来越被视为课程的一个组成部分。课程内容和目标需要与课程的其他要素相协调，即教与学过程的组织和评估。出于这个原因，一些学者（如van den Akker， 2003）提出，更具体地定义课程中利害攸关的组成部分是有用的。Van den Akker提到了在设计和实施课程时需要考虑的十个课程组成部分：基本原理、内容、目的和目标、学习活动、教师的角色、分组、材料和资源、地点、时间和评估。通过使用蜘蛛网的比喻，van den Akker说明了课程组成部分之间的相互联系，并表明需要一种全面的方法来改变课程。很长一段时间以来，政策认为IT的实施只是提供硬件和软件的问题。就在最近，人们开始关注使用信息技术对课程内容、学习者活动、教师角色、评估方法等方面的影响。将IT集成到课程中是一项复杂的工作，涉及到许多涉众。为了更好地理解与复杂变化的实施相关的问题，如IT在教育中的整合，课程研究者（如Goodlad等人，1979年，van den Akker， 2003年）使用一个分析框架来阐明课程的不同表示。它们区分了预期的、实施的和达到的课程。信息或知识社会公民所需的能力（Anderson, 2008）可以被认为是预定的课程——学习的基本原理和目标。然而，政策所表达的信息社会的需求之间可能存在差距
Curriculum deals with the goals, content, and organization of learning at several educational levels (Walker, 2003). Increasingly assessment is also seen as an integrated part of curriculum. Curriculum content and goals need to be well attuned to the other elements of the curriculum, viz., the organization of the teaching and learning process and assessment. For this reason several scholars (eg, van den Akker, 2003) propose that it is useful to more specifically define the components that are at stake in a curriculum. Van den Akker mentions ten curriculum components that need consideration in designing and implementing curricula: rationale, content, aims and objectives, learning activities, teachers’ role, grouping, materials and resources, location, time, and assessment. By using the metaphor of the spider web, van den Akker illustrates the interconnectedness between curriculum components and shows the need for a comprehensive approach to change curricula. For a long time the implementation of IT was perceived by policy as a matter of provision of hardware and software only. Just recently attention has been paid to the implications of the use of IT for curriculum content, learner activities, teacher role, assessment practices, etc. The integration of IT in the curriculum is a complex endeavor in which many stakeholders are involved. To better understand the problems related to the implementation of complex changes as the integration of IT in education, curriculum researchers (eg, Goodlad et al., 1979, van den Akker, 2003) use an analytic framework to articulate different representations of the curriculum. They distinguish among the intended, the implemented and the attained curriculum. The competencies needed for citizens in the information or knowledge society (Anderson, 2008) can be considered the intended curriculum–the rationale and goals for learning. However, there may be a gap between the needs of the information society as expressed by the policy