再玩『International handbook of information technology in primary and secondary education 』目錄的文字雲
作者:塾長 日期:2011-12-30 11:23
上午把W500平板電腦歸還教研中心，再到土城與萬組長討論一些下學期的構想。好多回憶湧上心頭，飲水思源也冷暖自知。
心血來潮，把『International handbook of information technology in primary and secondary education 』的目錄整理起來，玩文字雲 試試！
原想說一篇利用一個目錄給出RSS，但好像還是會抓整個站的。就利用文字上傳方式分析吧！
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喔喔喔喔！老師還是關鍵者喔！
以下是OCR整理 各章節標題細目與作者，希望還可以多多利用呢！
+ - Part One Section 1 Education in the Information Society
1.1 Implications of the Information and Knowledge Society for Education
Ronald E. Anderson
The Information Society
The Knowledge Society
Information vs. Knowledge
Knowledge Societies in Education
Implications of the Knowledge Society for Learning Priorities
ICT
The Twenty-First Century Skills Movement
Parallels in Education and Management
Some Knowledge-Based Models in Education
The Emerging Pedagogical Practices Paradigm
Student Knowledge Framework
Knowledge-Related Skills
Knowledge-Related Task Phases
Knowledge Capabilities and ICT Tools
Knowledge Societies and Cooperative Work
Knowledge Societies and Learning to Learn
Implications for Education in the Era of Knowledge Societies
1.2 New Literacies for the Knowledge Society
David Mioduser, Rafi Nachmiaj. andAlona Forkosh-Baruch
Introduction
The Knowledge Society
The "New Literacies"
Basic Issues Underlying Our Discussion of the "New Literacies'
Seven Literacies for the Knowledge Society
Epilogue
1.3 Theoretical Perspectives Influencing the Use of Information
Technology in Teaching and Learning
Chris Dede
Overview
Behaviorist Instructional Technologies
Cognitivist Instructional Technologies
Constructivist Instructional Technologies
"Next-Generation" Pedagogical Media
Illustrative Historic Controversies About Technology
and Pedagogy
Conclusion
1.4 Students in a Digital Age: Implications of ICT for Teaching
and Learning
JohnAinley, Laura Enger, arid Dara Searle
Introduction
ICT Use: Access and Confidence
Behavioural Engagement
Emotional Engagement
Cognitive Engagement
ICT and Learning
Conclusion
Note
1.5 Traditional and Emerging IT Applications for Learning
J. Enrique Hinostroza, Christian Labbe, Leonardo Lopez, and Hans lost
Introduction
General Background: IT in Education
Potential Impacts of IT
Factors Affecting the Use of IT for Learning
Trends in Emerging Technologies and Learning
1.6 Driving Forces for ICT in Learning 97
Alfons ten Brummelhuis and Els Kuiper
Introduction 97
Conceptual Framework 97
Example of a Contrasting Position in Instructional Practices:
Teacher or Student as Regulating the Learning Process 104
Discussion: Technology Push vs. Educational Pull
+ - Section 2 IT and Curriculum Processes
Section Editor: Joke I'bogt
2.1 IT and Curriculum Processes: Dilemmas and Challenges 117
Joke I'bogt
A Curricular Perspective on IT in Education 117
Rationales for IT in Education 118
Learning to Use IT 118
Using IT to Learn 120
Current Use of IT in the Curriculum 121
Realizing the Potential of IT in the Curriculum 122
Innovative IT-Supported Pedagogical Practices 124
The Attained Curriculum: Student Outcomes from Learning with IT 127
Conclusions
2.2 Impact of IT on Science Education 133
Mary Webb
Introduction 133
The Use and Impact of IT on Science Learning in Schools 134
Evidence for How IT Enables Science Learning 134
Pedagogies with IT in Science 140
IT Use and the Nature of the Science Curriculum 143
Implications for Teachers and Curriculum Developers 143
Conclusions: Ways Forward for Science Education with IT 144
2.3 The Potential of IT to Foster Literacy Development in Kindergarten 149
Judy Van Scoter
Introduction 149
Literacy Development 150
IT and Literacy Development 150
Word Processing 151
Hypertext and Reading Potential in the Classroom 152
Integrated Learning Systems and Drill and Practice 153
Integrating IT in the Kindergarten Classroom 154
Print-Rich Environment 155
Technology Center
IT and the Classroom Reading Corner Connection with Real Worlds Products and Presentations Technology and Literacy in the Implementation Concent Technology as a Benign Ad'" •' •
2.4 Innovative Pedagogical Practices l~ ing Technology: The Curriculum Perspec-^e
Rafi Nachmias, David A:!: ;• r/.^er. and Alona Forkosh-Baruch
Introduction
ICT, Curriculum and Innovation
Curricular Issues in ICT-Based Innovations: Secondary
analysis of SITESm2 cases
Epilogue
2.5 Changing Assessment Practices and the Role of IT
Ola Erstad
Introduction
Teaching, Learning, and Assessment Assessment Practices, IT, and Change Different Conceptions of IT and Assessment Conclusion: Are We Changing Practices?
2.6 Information Technology Tools for Curriculum Development
Susan McKenney, Nienke Nieveen, andAllard Strijker
Curriculum Development Aided by Technology
Three Cases of IT Support for Curriculum Development
Future Directions
+ - Section 3 IT and the Learning Process
Section Editor: Kwok-Wing Lai
3.1 ICT Supporting the Learning Process: The Premise, Reality, and Promise
Kwok- Wing Lai
Introduction
The Learning Process and ICT Use
Research on ICT Effects
ICT and Learning Environments
Computer-Supported Learning Environments
Conclusion
3.2 Interactive Learning Environments: Review of an Old
Construct with a New Critical Twist 231
Mark Brown
Introduction
Origin of Interactive Learning Environments What is the Domain of Interactive Learning Environments? What Assumptions Underpin Instructional Design? Digging a Little Deeper Connecting the Metaphors Cleaning Up a Messy Construct Mind Tools for Instruction Mind Tools for Construction Mind Tools for Inquiry Mind Tools for Community-Interaction for What Kind of Future Conclusion
3.3 Online Learning Communities in K-12 Settings
Seng Chee Tan, Lay Hoon Seah, Jennifer Yeo, and David Hung
Introduction
Defining Online Learning Communities
Theoretical Foundations of Learning in Online Communities
Review of Studies on Online Learning Communities
in K-12 Settings
Knowledge Building Community
Quest Atlantis
Virtual Math Team (VMT) Project
The Web-Based Inquiry Science Environment (WISE)
Comparison of the Four Online Learning Communities
Pertinent Research and Implementation Issues
Conclusion
3.4 Collaborative Learning and Computer-Supported Collaborative
Learning Environments 267
Maarit Arvaja, Paivi Hakkinen, and Marja Kankaanranta
Introduction: Collaboration Defined 267
Research Traditions on Collaborative Learning 269
What is Computer-Supported Collaborative Learning? 270
Challenges of CSCL 272
Structuring Collaboration to Overcome Challenges in CSCL 273
Methodological Issues with CSCL Research 274
Conclusions
3.5 Computer Contexts for Supporting Metacognitive Learning 281
Xiaodong Lin and Florence R. Sullivan
Common VIetacognitive Learning Outcomes
Recall and Memory
Content and Domain Subject Learning 284
Social Interactions as Learning Mechanisms 290
Conclusion
3.6 Collaborative Inquiry and Knowledge Building in Networked
Multimedia Environments 299
Carol K.K. Chan and Jan van Aalst
Introduction 299
Changing Theories and Metaphors of Learning 300
Views of Learning Underpinning Multimedia and Networked
Learning Environments 302
Classroom Innovations in Networked Multimedia Environments 305
Theoretical, Pedagogical and Methodological Issues
+ - Section 4 IT Competencies and Attitudes 319
Section Editors: Gerald Knezek and Rhonda Christensen 4.1 The Importance of Information Technology Attitudes
and Competencies in Primary and Secondary Education 321
Gerald Knezek and Rhonda Christensen
Introduction 321
Role of Attitudes 322
Requirements of Competency 322
Verification Through Standards and Tests 323
Concerns About Overstandardization 323
The Need for Asking Good Questions 324
Theoretical/Conceptual Foundations 324
Formal Models of Attitudes and Achievement 326
Self Report and Observation Measures for Determining Attitudes
and Competencies Toward Technology 327
Summary and Conclusions 328
4.2 Information, Communications, and Educational Technology
Standards for Students, Teachers, and School Leaders 333
Lajeane G. Thomas and Donald G. Knezek
Rationale for Information and Communication Technology
Standards 333
Establishing New Learning Environments Supported with Technology 335
ICT Standards for Students 335
Barriers to Adoption of Standards for Students
New Skill Sets for Teachers
ISTE National Educational Technology Standards
for Teachers
ICT Standards for School and School-System Leaders
of K-12 Education
Preparation of Specialists for Leadership in ICT
Essential Conditions to Support ICT in Educational
Environments
Potential for Catalytic Change
Summary and Conclusions
4.3 Self-Report Measures and Findings for Information
Technology Attitudes and Competencies
Rhonda Christensen and Gerald Knezek
Introduction
Self-Report and Survey Research
Self-Report vs. Observation
Assessing the Magnitude of Self-Report Findings
Findings
Student Attitudes and Competencies
Discussion
Summary and Conclusions
4.4 Observation Measures for Determining Attitudes
and Competencies Toward Technology
Renate Schulz-Zander, Michael Pfeifer, and Andreas Voss
Introduction
Observation as an Approach to Researching IT Competencies
and Attitudes
A Synthesis of Empirical Research Results
Conclusions
4.5 Computer Attitudes and Competencies Among Primary
and Secondary School Students
Martina Meelissen
Introduction
Measuring Computer Attitudes
Students' Computer Attitudes
The Influence of the Social Environment
Students' Computer Competencies
Summary and Prospects for Future Research
4.6 Characteristics of Teacher Leaders for Information and Communication Technology
Margaret Riel and Henry Jay Becker
Introduction
Teacher Leadership and Professional Engagement
Describing a Route to Teacher Leadership
Teachers Leaders Represent the Highest Level of Professional
Engagement
Variation in Professional Engagement: Findings from
the TLC Study
Teacher Leaders' Beliefs About Teaching and Learning
Leadership-Inspired Instruction
Teacher Leaders' Use of Computers: TLC Study Findings
Studies of Teacher Leadership Among
Technology-Expert Teachers
Dimensions of Teacher Technology Leadership
Toward a Culture of Teacher Leadership with Technology
+ -
Section 5 IT, Pedagogical Innovations, and Teacher Learning
Section Editor: Nancy Law
5.1 Teacher Learning Beyond Knowledge for Pedagogical
Innovations with ICT
Nancy Law
Introduction
ICT as a "Disruptive" Force in Pedagogical Innovations
Teacher Learning for Pedagogical Innovation with ICT:
Beyond Knowledge
Teacher Learning Through Innovations - Conceptualization
of Support for Teacher Learning Beyond Knowledge
5.2 Benchmarks for Teacher Education Programs
in the Pedagogical Use of ICT
Paul Kirschner, Theo Wubbels, and Mieke Brekelmans
Introduction
The Pedagogy and Effects of Teacher Education
Benchmarks
Discussion
5.3 Factors Affecting Teachers' Pedagogical Adoption of ICT
Bridget Somekh
Insights from Socio-Cultural Theory
The Processes of Pedagogical Adoption of ICT
Examples of Transformative Pedagogies with ICT
Lhe Shaping of ICT-Mediated Pedagogies by National Culture 455
Providing a Context that Supports the Pedagogic Adoption of ICT 457
Integrating Research with the Pedagogic Adoption of ICT 458
5.4 Models and Practices in Teacher Education Programs
for Teaching with and about IT 461
Anne McDougall
Introduction 461
Goals. Purposes and Aims of Teacher Education Programs 462
Structures and Strategies 466
Evaluation of Teacher Education and Professional
Development Programs 471
Conclusion
5.5 Multimedia Cases, Teacher Education and Teacher Learning 475
Ellen van den Berg, John Wallace, and Erminia Pedretti
Introduction 475
Cases. Teacher Learning and Knowledge 475
A Typology of Multimedia Cases: Primary, Secondary
and Tertiary Use 480
Anchoring Multimedia Cases in Teacher Education Programs 483
Conclusions
5.6 Communities of Practice for Continuing Professional
Development in the Twenty-First Century 489
Chee-Kit Looi, Wei-Ying Lim, and Wenli Chen
Challenges that Teacher Professional Development Face 489
Community of Practice as an Effective Professional
Development Strategy 490
CoPs for Continuing Professional Development
in the Twenty-First Century 492
Online Community of Practice for Teachers' Professional
Development 493
Design Tenets for Building CoPs in the Twenty-First Century 494
Technology Architecture Supporting Establishment of CoPs 498
Teacher Professional Identity Formation in CoPs 501
Conclusion
5.7 How May Teacher Learning Be Promoted For Educational
Renewal with IT? 507
Miki Davis
Introduction 507
A Global Perspective 5°8
Schools' Local Area as an Ecology
A School Perspective
The IT Coordinator
A Teacher Innovating with IT
Simultaneous Renewal of Preserviee ". .^clicr Ldu'-ar'on
and K-12 Schools
iu^inary an,1 <", ,:,elusion
+ -
Section 6 IT in Schools
Section Editor: Sara Dexter
6.1 Leadership for IT in Schools
Sara Dexter
Introduction
Dimensions and Aims of IT Leadership
IT Leadership to Set Direction
IT Leadership to Develop People
IT Leadership to Make the Organization Work
Roles and Responsibilities in IT Leadership Teams
Conclusion
6.2 Framing IT Use to Enhance Educational Impact
on a School-Wide Basis
Peter Twining
Introduction - Importance of Consistent Understandings
Frameworks for Thinking About IT in Education
Achievement Frameworks
Cognitive Frameworks
Software Frameworks
Pedagogical Frameworks
Evolutionary Frameworks
Conclusions
6.3 Quality Support for ICT in Schools
Neal Strudler and Doug Hearrington
Introduction
Need for and Aspects of ICT Support
Teacher Professional Development
Staffing for ICT Support
Support Staff
Conclusions
6.4 Distributed Leadership and IT
Nigel Bennett
Introduction
Analysing the Elements of'Leadership'
Moving on from 'Top-Down' Leadership
Distributed Leadership
So What? Distributed Leadership and IT in Schools
6.5 Total Cost of Ownership and Total Value of Ownership
Kathryn Moyle
Introduction
Policy Contexts
Data-Driven Decision-Making
Measuring Data
Cost. Value and Impact
Conclusion
6.6 The Logic and Logic Model of Technology Evaluation
Yong Zhao, Bo Yan, andJing Lei
Introduction
A Critical Appraisal of the Evaluation Literature
Where Are We Now?
A Proposal for Moving Forward: A Logic Model for
Evaluating Technology
Conclusion
+ -
Section 7 IT and Distance Learning in K-12 Education
Section Editors: Roumen Nikolov and lliana Nikolova
7.1 Distance Education in Schools: Perspectives and Realities
Roumen Nikolov and lliana Nikolova
Introduction
Defining the Area
The Phenomenon of ICT-Based Distance Education
in K-12 Schools
The ICT-Driven Educational Reform
Virtual Learning Environments for ICT-Based DE
Pedagogical Dimensions for VLEs in ICT-Based Distance
Education in K-12 Education
Effectiveness of ICT-Based Distance Education
The Future of ICT-Based Distance Education
Conclusions
7.2 Pedagogical Principles, Problems, and Possibilities
in Online Global Classrooms 675
Malcolm Beazley, Julie McLeod, and Lin Lin
Introduction 675
Pedogogical Principles 676
Problems 683
Possibilities 689
Concluding Remarks
7.3 Virtual Schools: Redefining "A Place Called School" 695
M.D. Roblyer
Introduction: Virtual Schools as Defining Initiative 695
Background on Virtual Schooling 696
Current Virtual School Issues 701
Research on Virtual School Implementation and Impact 704
Challenges for the Future of Virtual Schools 706
Conclusion
7.4 Distance Learning - Enrichment: A Pacific Perspective 713
John H. Southworth, Curtis P. Ho, and Shigeru Narita
Introduction 713
DL-E Applications in the 1970s 715
New Developments in the 1980s and 1990s 716
DL-E Projects in the Twenty-First Century 717
Fostering Cultural Awareness 719
Techniques for Classroom'Technology Integration Using DL-E 720
Assessment of Added Value of DL-E 722
Concluding Remarks
7.5 Technology and Open Learning: The Potential of Open Education
Resources for K-12 Education 725
Neil Butcher and Merridy Wilson-Strydom
Introduction 725
Distance Education and Open Schooling 726
Open Learning 729
Technology and Open Learning 733
Open Education Resources (OER) 735
OERs in Action: A Practical Example from the K-12 Sector 741
Conclusion
7.6 Online Professional Development for Teachers
Introduction
Teacher Training in Europe and Beyond
Virtual and Distance Learning for Teachers
Trends in Knowledge Delivery
Lessons Learned in Asia and The Pacific Region
The Case of Hungary
Conclusion
+ -
Section 8 IT and the Digital Divide
Section Editors: Theresa Laferriere and Paul Resta
8.1 Issues and Challenges Related to Digital Equity
Paul Resta and Therese Laferriere
Introduction Conceptual Framework Issues and Challenges Conclusion
8.2 Gender and Information Technology
E. Dianne Looker
Introduction
Identifying the Issues -The Developed World
Identifying the Issues - The Developing World
Why is This Important?
Educational Interventions
Conclusion
Further Research
8.3 Meeting the Learning Needs of All Learners Through IT
Jutta Treviranus and Vera Roberts
Introduction
Assistive Technologies
Guidelines and Specifications
Accessibility Guidelines of the World Wide Web Consortium
Metadata
Matching the Resource to the Needs of the Learner Through Metadata
Transformation
Reusable Learning Resources
Content-Free Activity Templates
Accessibility in Practice 799
Challenges 800
Conclusions
8.4 Critical Success Factors in Moving Toward Digital Equity 803
Jovce Pittman, Robert T. McLaughlin, and Bonnie Bracey-Sutton
Introduction 803
Example Cases: Initiatives that Have Made Progress in Moving
Toward Digital Equity in Different Global Contexts 804
Success Factors for Moving Toward Digital Equity 812
Future Trends and Challenges in Moving Toward Digital Equity 814
8.5 The Relationship of Technology. Culture, and Demography 819
Lonene Roy, Hsin-iiang Chen, Antony Cherian, and Teanau Tuiono
Introduction 819
Historic Information on Incorporation of Technology
by Indigenous Peoples 819
What Are the Relations Between IT and Indigenous Cultures? 822
A Final Word: Cultural Protocol and Balancing Local Control
and Access to Intellectual Content
8.6 Global Partnerships Enhancing Digital and Social Equity 833
Ian W. Gibson
Shrinking World: Global Responsibility 833
The Potential of Technology in Redefining Access to Learning
Opportunities 834
Benefits of International Participation: An Example 836
Preparing Teachers for the Future: A Focus on Teacher Education 840
Benefits and Conclusions
+ -
Section 9 Emerging Technologies for Education 847
Section Editors: Cathleen Norris and Elliot Soloway
9.1 An Instructional Model That Exploits Pervasive Computing 849
Cathleen Norris and Elliot Soloway
Introduction 849
The Current Situation: Limited-Access Computing 850
The Transition to Pervasive Computing: Predicting a Disruption 850
The Elements of a Pervasive Computing Infrastructure 851
Pervasive Computing Enables Project-Based Learning 852
An Example of Virtual Learning Environment to Support
Project-Based Learning 854
Concluding Remarks
9.2 M-Learning in Africa: Doing the Unthinkable and Reaching
the Unreachable 861
Tom H. Brown
Introduction 861
Why M-Learning in Africa? 862
Overview of Current M-Learning Activities in Africa 863
Examples of M-Learning in Africa 864
Premises for M-Learning in Africa: Lessons Learnt from Pilot
Studies at the University of Pretoria 867
Conclusion
9.3 Personal, Mobile, Connected: The Future of Learning 873
Mark van't Hooft
Introduction 873
Rethinking Teaching, Learning, and Technology 875
Rethinking Teaching 875
Rethinking Learning 876
Rethinking Technology 877
An Example 878
Conclusion
9.4 Use of Wireless Mobile Technology to Bridge the
Learning Divide 883
Mohamed Ally
Introduction 883
Capabilities of Wireless Mobile Technology 884
The Design of Learning Materials for Wireless Mobile
Technology Devices 884
Use of Wireless Mobile Technologies in Practice 886
Conclusion
9.5 Information Technologies for Informal Learning in Museums
and Out-of-School Settings 891
Sherry Hsi
Introduction 891
IT Transforming Informal Learning Institutions 892
IT Extending the Museum Expenence (Pre- and Post Activities) 893
IT for Distant Learners and Browsers of Museum Expenence 894
Informal Learning Transforming IT Activities 896
Trends for the Future
9.6 Emerging Technologies for Collaborative, Mediated,
Immersive Learning 901
Jody Clarke, Chris Dede, and Ed Dieterle
Introduction 901
How Collaborative Mediated Immersion Helps Teaching and Learning 902
Multi-user Virtual Environments 903
Augmented Reality 905
Conclusion
9.7 Three-Dimensional Computer-Based Online Learning
Environments 911
James G. Jones and Scot: J. Warren
Introduction 911
3D Computer-Based Multiuser Online Environments 911
Educational Environments 913
Cognitive Scaffolding 916
Educational Affordances 916
The Future of and Barriers to Educational Integration
9.8 Trace Theory. Coordination Games, and Group Scribbles 921
Charles M. Patton, Deborah Tatar, and Yannis Dimitriadis
Coordination in Learning 921
Group Scribbles 922
Group Scribbles and Coordination: Key Aspects of Design
Enable a Focus on Coordination 925
Using Trace Theory to Describe and Specify Coordination
Structures in Group Scribbles 927
Alternative Versions of the Jigsaw Pattern 930
Summary, Conclusions, and Future Research
9.9 One-to-One Educational Computing: Ten Lessons for Successful
Implementation 935
Kyle Peck and Karl Sprenger
Introduction 935
Lesson One: Focus on an Expanded Educational Vision 936
Lesson Two: Expand Participation and Commitment 936
Lesson Three: Think Software, THEN Hardware 937
Lesson Four: Embrace Professional Development 938
Lesson Five: Re-assess Infrastructure Needs 938
Lesson Six: Focus on Functionality and an "Always Up"
Learning Environment 939
Lesson Seven: Minimize the Number ot'V'endors 939
Lesson Eight: Have an Insurance Plan 939
Lesson Nine: Be Prepared to Add Technical Support Staff 940
Lesson Ten: Assess Morale and Prepare for Turbulence 940
Conclusion
9.10 Making the Most of One-to-One Computing in Networked
Classrooms 943
William R. Penuel
Potential of Classroom Networks 943
Which Way the Future?
9.11 Graphing Calculators: Enhancing Math Learning
for All Students 951
Jeremy Roschelle and Corrine Singleton
Introduction 951
Features of Graphing Calculators 952
Alignment of Graphing Calculators with
Standards and Practices 953
Pedagogical Affordances of Graphing Calculators 954
Research on Graphing Calculators 955
Discussion and Conclusion
+ -
Section 10 Researching IT in Education 963
Section Editor: Margaret J. Cox
10.1 Researching IT in Education 965
Margaret J. Cox
Introduction 965
Evolution of IT Resources 966
Uptake of IT in Education 970
Measuring Learning and Motivation 971
Teachers' Beliefs and Practices 972
National and International Contexts 974
Complexity of Researching [T in Education 976
Conclusions
10.2 Research Methods: Their Design, Applicability and Reliability 983
Gail Marshall and Margaret J. Cox
Introduction 983
Research Goals 984
To Measure the Impact of IT on Learning 985
Uptake of IT by Schools and Teachers 985
Effects of IT on Learning Strategies and Processes 986
Effects of IT on Collaboration and the Learning Context 986
Attitudes Towards Computers in Education 986
Effects of IT on Pedagogies and Practices of the Teachers
Computer Use by Girls vs. Boys 987
Contribution of IT to Enhancing Access and Learning
for Special Needs 987
Total Operating Costs and Cost Effectiveness 988
Epistemological Theories and Research Design 988
Standards for Research 992
Formative and Summative Studies 994
Critical Factors 997
Conclusions
10.3 Measuring the Impact of Information Technology
on Students' Learning 1003
Rachel M. Pilkington
Introduction 1003
Impact of IT on Learning - Experimental Research Designs 1003
Impact on Learning - Survey-Based Approaches 1006
Impact on Learning - Case Studies and Meta-Analyses 1008
Future Schools: Making Progress and Managing Change 1012
Revisiting Learning Theory: Issues for Design 1013
Conclusions
10.4 Large-Scale Studies and Quantitative Methods 1019
Yuen-Kuang CliffLiao and Yungwei Hao
The Meta-analysis Research Method 1019
Review of Studies of Meta-analysis on Information
Technology in Education 1022
Evidence Outcomes Achieved Through Meta-analysis on
Information Technology in Education 1028
Meta-Analysis on Information Technology in Education:
To Use, or Not to Use?
10.5 Evaluation of the Design and Development
of IT Tools in Education 1037
Thomas C. Reeves
Evaluation of the Design and Development of IT Tools in Education 1037
Background 1038
Formative Evaluation 1038
Summative Evaluation 1040
Contemporary Approaches to Evaluating IT Tools in Education 1041
A Decision-Oriented Rationale for Evaluation 1042
Primary Components of an Evaluation Plan 1044
Evaluation Reporting 1046
The Future of Evaluation of IT Tools in Education
10.6 Methods for Large-Scale International Studies
on ICT in Education 1053
Willem Peigrum and Tjeerd Plomp
Introduction 1053
Historical Sketch of ICT-Related WISCEAs 1055
Questions Underlying ICT-Related WISCEAs 1056
Conceptual Frameworks 1057
Design Issues 1058
Potential Outputs of ICT-Related WISCEAs:
The Example of SITES 2006 1063
Recommendations for Future ICT-Related WISCEAs 1064
Reflections
+ -
Section 11 International and Regional Programs and Policies 1069
Section Editor: JefMoonen
11.1 Evolution of IT and Related Educational Policies in International
Organisations 1071
JefMoonen
Evolution of IT and its Potential Impact on Educational Policy 1071
An Overview of Policy Support by International Organizations 1073
A Framework to Categorize Educational Policies in Relation
to the Introduction of IT
11.2 Comparative Analysis of Policies for ICT in Education 1083
Robert B. Kozma
International Significance of ICT Policy 1083
The Rationale for Strategic Policy for Educational ICT 1084
Strategic Educational ICT Policy Rationales 1085
Operational Components of ICT Policies 1089
Policy Recommendations
11.3 ICT and Educational Policy in the European Region 1097
Claudia Delrio and Claudia Dondi
Socioeconomic, Educational and Cultural Context 1097
Rationales and Influencing Factors for a Policy
About ICT in Education 1099
Specific Policies About ICT and Education
in the European Union 1101
Reflections and Future Steps to Improve a Policy
About ICT in Education in Europe 1104
11.4 ICT in Educational Policy in the North American Region 1109
Susan Patrick
Educational and Cultural Context
Specific Policies About ICT in Education
Reflections and Future Steps to Improve a Policy
About ICT in Education
11.5 IT and Educational Policy in the Asia-Pacific Region 1119
Yev-Jin Lee, David Hung, and Horn-Mun Cheah
Socioeconomic, Educational, and Cultural Context 1119
Rationales and Influencing Factors for Policy About IT in Education 1120
Specific Policies About the Introduction of IT in Education 1123
Reflections and Future Steps to Improve a Policy
About IT in Education
11.6 ICT and Educational Policy for the Latin American
and Caribbean Regions 1133
Patricia Avila Munoz
Socioeconomic, Educational, and Cultural Context 1133
Rationales and Influencing Factors for a Policy About ICT
in Education 1134
Specific Policies About ICT in Education 1137
The Appropriate Introduction of 1CT in Schools 1139
Reflections and Further Steps Toward Improving ICT Policies
11.7 IT and Educational Policy in the Sub-Saharan African Region 1145
Frank Tilya
Socioeconomic, Educational, and Cultural Context 1145
Rationales and Influencing Factors for a Policy
About IT in Education 1147
Specific Policies About the Introduction of IT in Education 1151
Reflections and Future Steps to Improve the Introduction
of IT in Education
11.8 IT and Educational Policy in North Africa
and Middle East Region 1161
Amr Ibrahim
Socioeconomic, Educational, and Cultural Context 1161
Rationales and Factors Influencing a Policy about IT in Education 1163
Specific Policies about IT in Education 1165
Reflections and Future Steps to Improve Policy about
IT in Education
11.9 Policy From a Global Perspective
Jef Moonen
Introduction
Combined Overview
A New Policy-Glossary Contributors Name Index (Vol_I) Subject Index (Vol_I) Name Index (Vol_II) Subject Index (VolJI)
以重量級厚書與六個思考框來跨年、跨平板！
作者:塾長 日期:2011-12-29 20:22
背著兩本貴重的『International handbook of information technology in primary and secondary education 』跑來跑去（圖書館財產標價是7858元...），看著未來教室工作坊後大家填寫的建議與回饋（可惜沒能用線上問卷...），好快，就要邁向民國101年了呢！
看昨天『試用電子書包 玉田學童：有趣 』的報導，感受到宜蘭與基金會、業界夥伴合作位孩子們的用心與努力，當然也想著咱們新北市於第一期工作坊結束後，即將在新的一年之期待精彩啊！
原本還想有機會到今年專案的43校逛逛學習的（多年來去過大概40校了），也很想好好看『International handbook of information technology in primary and secondary education 』的整體探討（乖乖！集23國136位作者的76章之仟頁大作呢！Google book裡可以大概看到一些圖表)。不過，難免事與願違～只是想，想過就好。還是要乖乖認真研究、讀寫PAPER！
萬變不離其宗，這個學習過程、場域的關鍵因素圖，該是不變之本：
另外，『六頂思考帽』的作者de Bono也有一本新著『六個思考框 』，最後一張圖，還是讓我截用來看平板註腳呢！
（bye bye！）
幾點Atlas.ti經驗分享
作者:塾長 日期:2011-12-27 20:37
最近看paper更有效率，也努力好好寫作，利用Atlas.ti整理文獻pdf 檔與編碼註記 ，還有幾點分享：
1.最重要必須小心的：原來與Atlas.ti一起編碼的pdf檔案，不能『更新』過！例如我利用PDF-Xchange重新畫註記後存檔，在Atlas.ti裡就找不到了喔！當然，原先編碼的資料，也一起消失了～
切記切記！若是舊的文件檔案需要再畫註記，我就另存新檔，而若是新閱讀的pdf，我就先畫記過再玩Atlas.ti。畢竟，若是利用不同OS的平板電腦來閱讀，PDF還是有必要保留的。
2.博碩士論文網站的pdf檔案，不必解密也可以編碼呢！（原本是無法copy文句的喔！）
3.一氣呵成地流暢～
我會利用雙螢幕，搭配先用PDF-Xchange的search，把某個關鍵字一次列出所在位置，再用Atlas.ti來編碼～利用編碼的快速鍵（Ctrl+Shift+O）很方便，還可以加上『靈格斯翻譯家』的即時翻譯，複製這些字詞到編碼或註解區都可以，接著匯出的文件還可以進一步用word巨集處理。
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4.有套邏輯架構與編碼系統很重要
上質性研究課程體會到，自己要有一套熟用與持續發展的邏輯架構（JARS、MARS不錯 ）與編碼系統，這樣看文獻時就不會只跟著作者的思路走，同時也對自己的寫作專案有更聚焦的『挖寶、滔金』貢獻喔！或許，下一步還可以往web編寫、多機檔案同步、可搜尋服務、（社群共筆）方向努力！加油加油！
人方生、受『仿生獸』
作者:塾長 日期:2011-12-27 19:25
數位學習歷程紀錄、診斷與適性學習支持系統
作者:塾長 日期:2011-12-25 20:46
＊方案目標：
在『未來教室』可以常態運作之際，我們不應只滿足於見到學生主動學習的盛況，亦應進一步思考『善用科技助力以支持個別與適性化學習服務』的機會～以『學習者中心』為核心概念，重新建構學習評量、診斷與適性學習規劃的系統關聯，並整合建構可提昇教學品質的志工資源網絡，落實朝向『一對一個別化學習』的理想邁進。本方案規劃以下目標：
一、數位學習歷程紀錄
從學習歷程的概念與實務出發，可進一步建立數位學習歷程紀錄。善用數位科技工具的便利、儲存與檢索、分析之力量，將學生的學習歷程加以效化分析，不僅建立未來『十二年國教』多元評量的參考，亦可作為繼續提供後續補救或精進學習的依據。
二、學習診斷數位化
從檢視既有的學校紙筆測驗到全市的領域能力檢測現況開始，思考藉由未來教室『每童一機』的機會，研發建構數位評量系統，一來可提供學習者當下的評量回饋，也能做為整體教學品質之檢核依據。
三、個別與適性化學習服務
藉由數位學習歷程紀錄的導入與數位評量系統的研製應用，可進一步利用資訊科技來落實『無所不在的學習機會』理想：在大班教學的常態經營中，也能施行弱勢學習者的補救教學，以及提供資優學習者的主動探索機會。
四、運用志工資源（類型、辦法與媒合機制）
善用多元且活力充沛的教育志工能量，更可以發揮數位槓桿（人際與人機）效益。分析可提供教學支持的志工類型，在人力、物力、財力與時間的整體規劃下，建立營運辦法與媒合機制平台，並且定期或即時進行考評、獎勵與績效檢核。
＊計畫與策略：
各目標再據以下計畫與策略逐步逐年就夠與達成：
一、數位學習歷程紀錄
（一）建立數位學習歷程紀錄
1.分析數位學習歷程作品格式與紀錄實務
2.典範學生作品與歷程分享
3.教學現場實做行動研究
（二）多元評量實施
1.宣導『十二年國教』多元評量概念
2.各級學校研擬評量辦法與實施
3.典範案例報導與分享
（三）數位學習歷程檔案與多元評量實踐
1.各級成員研習推廣
2.多元評量與多元入學管道方案研擬實施
3.專案評鑑與改進
二、學習診斷數位化
（一）建置數位評量系統
1.評量系統與既有測驗形式、規模之分析探討
2.線上即時測驗系統先導實驗
3.系統建置與應用導入
（二）學習者評量即時回饋
1.分析學習者能力與回饋形式、項目設計
2.規劃在校上課、自學時光的評量形式與回饋機制
3.系統測試與信效度檢核
（三）整體教學品質之檢核依據
1.整合串接評鑑系統
2.推廣『資料導向（ Data-driven）提昇教育品質』概念
3.探討校務評鑑、教師評鑑指標之修正與可行機會
三、個別與適性化學習服務
（一）個別與適性化學習
1.宣導與推廣『個別與適性化學習』概念
2.分析個別與適性化學習需求
3.整合教育系統資源與平台
（二）研發『個別與適性化學習服務』資訊系統
1.建立『個別與適性化學習服務』資訊系統
2.實驗試用與持續修正
3.規劃導入應用時程與範圍
（三）系統平台應用與評鑑
1.系統導入應用推廣研習
2.典範案例報導與分享
3.專案評鑑與改進
四、運用志工資源（類型、辦法與媒合機制）
（一）分析可提供教學支持的志工類型
1.定義志工類型
2.邀集相關成員參與討論
3.建立志工支援與教學系統整合圖像
（二）設計營運辦法與試辦、規劃『媒合機制平台』，應用與推廣
1.建立各級學校志工資源應用辦法
2.發展『媒合機制平台』
3.宣導與推廣各校應用『媒合機制平台』
（三）整合平台功能，進行定期或即時考評、獎勵與績效檢核
1.定期或即時考評志工資源應用成效
2.典範案例報導與分享
3.持續修正獎勵、處理辦法，以朝績效導向、永續營運目標邁進
呵呵，當時就是寫了這兩份作業，才有『我不可以選擇不玩嗎？ 』的感觸呢！時間飛快，真的可以不必玩了耶～
未來教室應用與推廣
作者:塾長 日期:2011-12-25 20:41
這是十月初的兩個作業之一，『未來教室應用與推廣』。
＊方案目標：
在數位時代的廿一世紀，孩子們應具備批判思考、主動探究、並且與人合作、善用科技的數位槓桿（人際與人機）能力，才能達成自己的學習任務、成為世界與數位時代的良好公民。然而，當今的教學模式，仍以教師傳授知識內容、學生聽講收看為主。這樣的景況，雖是在大班式教育現場不可避免的效率導向模式，但若能善用數位科技與網路之助，營造發揮教育理想與創新教學思維的教學環境，即為『未來教室』建置與經營的願景。配合環境建置，本方案仍對於創新教學模式有所展望，據以朝向以下具體目標邁進：
一、培養學生數位學習與公民素養
身處未來教室的每個師生，既擁有公平的數位載具與連線機會，也該具備相關的資訊素養：智慧財產權的尊重、資訊倫理與安全，再加上行動載具的認識、善用。如此，方能藉由科技助力與教學經營來提昇學習成效。
二、應用資訊能力培養解決問題的能力
當科技與網路便利之際，學生可以接觸家庭與學校外的許多資訊與人事物，必須具備思辨問題並解決問題的規劃能力，如此方能活用工具以表現自己的主動學習成果。
三、網路主題式合作探究學習
在實體與網路交織的學習夥伴關係中，可以經營建構『網路主題式合作探究學習』活動，提供學生不僅在學校現場或社區進行踏查探究，也可以與網路另一端的師生或專家社群建立合作學習網絡，如此『全球思考、在地行動（Think globally ,Act locally）』的學習時光理念，更能在未來教室中體現。
＊計畫與策略：
各目標再據以下計畫與策略逐步逐年就夠與達成：
一、培養學生數位學習與公民素養
（一）推動資訊素養提昇：智慧財產權的尊重、資訊倫理與安全
1.行政宣導
2.各級成員研習推廣
3.訪視與評核
（二）數位與行動載具的認識、善用
1.專案推動
2.研習推廣與知識管理
3.社群經營與省思
（三）創新教與學模式與活動研發、推廣與實踐
1.領域輔導團專家團隊研發
2.研習推廣與教學演示
3.行動研究與省思
二、應用資訊能力培養解決問題的能力
（一）培養批判思考與主動探究能力
1.研發課程
2.研習推廣
3.歷程紀錄與省思
（二）實踐網路資訊思辨與應用
1.配合資訊素養宣導與推廣
2.典範案例報導與分享
3.研發教學活動模組與網站
（三）善用數位工具表現主動學習成果
1.數位工具應用教學活動設計
2.典範學生作品與歷程分享
3.教、學社群交流
三、網路主題式合作探究學習
（一）推廣『網路主題式合作探究學習』觀念
1.介紹『網路主題式合作探究學習』觀念
2.蒐集與設計『網路主題式合作探究學習』案例
3.辦理研習與工作坊
（二）研發『網路主題式合作探究學習』課程
1.領域輔導團專家團隊課程研發
2.研習推廣與教學演示
3.行動研究與省思
（三）建構『網路主題式合作探究學習』平台與活動辦理
1.分析『網路主題式合作探究學習』活動模式與平台需求
2.建構『網路主題式合作探究學習』平台
3.辦理與經營『網路主題式合作探究學習』活動、持續進行績效評核
耶誕夜，向總統提問！
作者:塾長 日期:2011-12-24 23:56
正值總統與立委選舉期間，大家一定對國家領導人與民意代表有所期許吧！
呵呵，我是在『研究苑』裡寫這篇，是看paper『Teaching and learning science as argument』時，有美國學校的論證課程讓七年級學生模擬向新總統提問的論證活動呢！以前看『WebQuest』也有關於選舉的探究：Election WebQuest 、Election Day Webquest 。
這讓我也想到一些比喻：選舉文宣像是演繹～讓選民們有個聯想到未來的想像，而投票當下就該是歸納了～綜合各家政見後有了自己的定見，好好選出心中的候選者。
耶誕夜，到處都很熱鬧，我也到輔大感受一下氣氛，正巧也有聖誕光雕的活動呢！巧得很：幸福、智慧，都是對自己與孩子們的期許，也是對國家未來的想望吧！
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未來教室工作坊告一段落，看去年此刻正想著『造一朵台灣的k–12教育雲 』，也有『耶誕夜，想當這個『磨受世界』的小引擎！ 』。從輔大捷運站走回家，約莫15分鐘，看來還是新莊站比較近呢！去年開始期待的聖誕禮物，好像還沒好耶～
論文寫作的PowerPoint～有感施力..
作者:塾長 日期:2011-12-22 21:17
這陣子經歷許多專案簡報、作業撰寫、Paper導讀報告，有感於利用PowerPoint的力量（Power）與焦點（Point），拿來寫作整理也不錯～野人獻曝一番。
我從Paper導讀報告的體驗引申而來：一份數十頁的paper，先抓了大綱放在各簡報分頁中，就可以有一頁頁、邊看邊整理重點或翻譯的『產出感』～不是只有在PDF上畫記，或者利用心智圖整理圖像，雖然投入時間，但總有種『看不到完工』的感覺。
所以，年終該寫出的作品，有了文獻探討、寫作大綱的心智圖後，今晚也試著先利用PowerPoint拆到一頁頁上，還可以利用簡報註解欄放原文、隨手筆記卻捨不得刪掉的資料喔！看看下列三圖，就很有『施工中且可完成』的動力呢！
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呵呵！突發奇想地『類比一下』～若是本來看paper導讀，大該完成幾十頁的PowerPoint，那麼，這次寫作的目標，也以PowerPoint頁數來逆推可完成作品的份量喔！
還有些不錯玩的點子：
1.之前的word巨集也可以用喔！
2.和我自己的格本筆記本可以對應起來～排時間進度也方便
3.在閱讀的paper與寫作之間，可以用ppt來區塊（blocks）搬移應用
4.可以利用wink一張張做好畫面來說、錄，這樣讀paper或寫作時都可以更流暢呢！
5.呵呵，也給自己的手機與平板們再多個短時間專精研究寫作的機會喔！（下圖為：7e看ppt與註解欄）
加油加油！給自己週末認真研究『仿生獸 』的獎勵（其實已經買了『大人的科學』...）～
