Curricula and the use of ICT in education: Two worlds apart?
Curricula and the use of ICT in education: Two worlds apart?
复制标题
课程和信息通信技术在教育中的使用：两个世界？
DOI：
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发表时间：
2007
影响因子：
6.6
通讯作者：
M. Valcke
中科院分区：
文献类型：
--
作者：
J. Tondeur;J. Braak;M. Valcke
在许多国家，信息和通信技术对教育课程的发展有着明显的影响。在佛兰德斯，教育政府确定并定义了信息和通信技术能力框架，以实现预期成果，与学生在小学结束时期望获得的知识、技能和态度有关。然而，从来没有人审查教师是否按照佛兰芒政府提出的能力使用信息和通信技术。为了回答这个问题，分层抽样了53所小学，对570名受访者进行了调查。结果表明，教师主要关注技术信通技术技能的发展，而信通技术课程则侧重于在学习和教学过程中综合使用信通技术。这表明拟议的信息和通信技术课程与执行的课程之间存在差距。论文最后指出了校本信息通信技术课程的潜在价值，它将国家信息通信技术相关课程“转化”为信息通信技术计划，作为学校整体政策的一部分。
In many countries, information and communication technology (ICT) has a clear impact on the development of educational curricula. In Flanders, the education government has identified and defined a framework of ICT competencies for expected outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the end of primary school. However, it has never been examined whether teachers are using ICT in accordance with the competencies proposed by the Flemish government. In order to answer this question, a survey was conducted among 570 respondents in a stratified sample of 53 primary schools. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. This indicates the existence of a gap between the proposed and the implemented curriculum for ICT. The paper concludes with the potential value of a school-based ICT curriculum that ‘translates’ the national ICT-related curriculum into an ICT plan as part of the overall school policy.