Differences in ICT Usage Across Subject Areas
Differences in ICT Usage Across Subject Areas
复制标题
不同学科领域 ICT 使用情况的差异
DOI：
10.1177/0735633115585930
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Siew Khiaw Lim
中科院分区：
文献类型：
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作者：
L. Tay;Cher Ping Lim;Siew Khiaw Lim
影响学校使用信息和通信技术(信通技术)进行教学的因素很多：政策和学校领导、物质和技术基础设施、教师的做法和信念、课程和评估以及专业发展。这一主题领域在以前的研究中没有得到那么多的关注，可能是影响学校教与学使用信通技术的另一个因素。这篇文章考察了新加坡一所小学的学科领域如何影响信息通信技术在教学中的使用。这项混合方法研究表明，相对于环境、基础设施和人为因素，学科领域是影响教与学中信通技术使用率的另一个因素。多元方差分析、后续判别分析和教师访谈表明，信息通信技术的使用在学科领域和年级水平上存在差异。虽然有几个因素影响信息和通信技术的使用，但主题领域也是另一个值得我们进一步探索和关注的因素。
Many factors affect the use of information and communication technology (ICT) for teaching and learning in schools: policy and school leadership, physical and technological infrastructure, teachers’ practices and beliefs, curriculum and assessment, and professional development. The subject area, that has not been given as much attention in previous research studies, may be another factor that affects ICT usage for teaching and learning in schools. This article examines how subject areas at an elementary school in Singapore affect the use of ICT for teaching and learning. This mixed-method study suggests that the subject area is another factor that could affect the ICT usage rates in teaching and learning, vis-à-vis the contextual, infrastructure, and human factors. Multivariate analysis of variance with follow-up discriminant analysis and teachers’ interviews suggest that there are differences in ICT usage in subject areas and grade levels. Although several factors affect ICT usage, subject area is one other factor that also deserves our further exploration and attention.