1、IT in Education,Introduction,香港資訊科技教育的發展 Development of IT in Education in HK,香港教育技術發展,First Computer Course in sec. sch. 第一個中學電腦課程,IT in Ed 資訊科技教育應用,Integrate with Curriculum 與課程整合,1998,2004,1982,技術學習 Technology,資訊科技應用 IT in Education,Pun, S. W. (2000).,1997 施政報告 Police Address,a five-year IT educa
2、tion strategy to promote the use of IT to enhance teaching and learning. to equip our teachers with the necessary IT skills; to apply computer-assisted teaching and learning across the curriculum; and to place students in an environment where they can use this technology as part of their daily activ
3、ities and grow up to use it creatively. Within five years, we are aiming to have teaching in at least 25% of the curriculum supported through IT.Within ten years, we aim to see IT being applied comprehensively in school life, and all our teachers and Secondary 5 graduates being able to work competen
4、tly with IT tools. http:/sc.info.gov.hk/gb/www.policyaddress.gov.hk/pa97/english/paindex.htm,推行为期五年的资讯科技教育策 略，鼓励学校应用资讯科技，提高教与学的成效。 协 助教师掌握必要的资讯科技应用技巧；利用电脑辅助各个学科的授课和学习；以 及让学生在校内活动多应用资讯科技，从小习惯活学活用。 在五年内，让至少百分之二十五的课程利用新科技 辅助教授； 在十年内，使资讯科技能广泛应用于校园生活每个环节，而所有教师 和中五毕业生都能够运用自如。 http:/sc.info.gov.hk/gb/www.p
5、olicyaddress.gov.hk/pa97/chinese/cpaindex.htm,1998,中文版: http:/www.info.gov.hk/archive/consult/1998/ited-c.pdf English Version: http:/www.info.gov.hk/archive/consult/1998/ited-e.pdf,激發和維持學生的學習興趣；25%的課程上採用資訊科技來輔助教學活動； 擴闊學生的視野， 豐富他們的學習經驗， 幫助他們發展具創意的思維。隨激發學生的創意； 鼓勵學生不斷自學進修， 培養合作精神。資訊科技鼓勵學生按其本身程度學習， 養成自學
6、的習慣， 令他們終生受惠。與此同時， 資訊科技也會加強學生的溝通技巧和合作精神。,目標 Objectives,to arouse and maintain our students motivation to learn. to have teaching and learning in 25% of our curriculum supported by the use of IT in five years time; to broaden our students horizons, so as to enrich their learning experience and facili
7、tate the development of a creative mind. and to encourage independent lifelong learning and instil team spirit.,工作 Missions,協助教師適應他們作為 “推動者” 的新角色， 讓他們盡快習慣使用資訊科技， 並掌握運用資訊科技的普通技巧； 在學校課程加入資訊科技成分， 並以更有系統的方法提供更多教育軟件； 按照各間學校的準備狀況， 逐步向它們提供更多資訊科技設施， 並協助學校克服它們在轉用以資訊科技為本的教與學模式時所遇到的實際環境方面的限制； 建立網絡基建， 方便教育界人士共用
8、教育資源， 促進他們之間以及與社會各界人士互通訊息。,helping our teachers to settle in their new role as a “facilitator” and become comfortable and habitual IT users as soon as possible; incorporating IT elements in the school curriculum and enhancing provision of educational software in a more structured framework; progress
9、ively enhancing the provision of IT facilities for schools in line with their readiness, and working with schools to overcome physical constraints in the adaptation to IT-based teaching and learning; and building up a network infrastructure to facilitate sharing of educational resources and communic
10、ations within the education sector, and between the education sector and the community.,教師培訓 Teacher Training,資 訊 科 技 能 力 水 平 IT Competency,基本程度 BIT,中級程度 IIT,中上程度 UIT,高級程度 UIT,: 在職教師 pre-service,: 職前培訓 in-service,基 本 程 度 Basic IT Competency,認知需要扮演學習的推動者這個新角色， 並能掌握一般電腦操作及基本技巧，例 如文書處理、瀏覽互聯網， 以及操作現成的教學
11、軟件。 可能須接受約18小時訓練；,Prepare to be learning facilitators Know basic operations like word processing, web browsing Operate courseware 18 hours of training,中級程度 Intermediate IT Competency,在授課和備課時，懂得運用一些資訊科技工具， 應用互聯網及內聯網上的教學資源。 須接受約30小時訓練；,Know how to apply IT tools in preparation of teaching materials an
12、d in teaching Know how to use resources in the Internet or Intranet 30 hours of training,中上程度 Upper Intermediate Competency,懂得使用電腦聯網 解決簡單的硬件和軟件問題 可靈活地運用編寫軟件來備課 能夠充分理解不同資訊科技工具和資源的特點及用途。 接受約30小時訓練；,Know how to use LAN Solve simple hardware and software problems Develop courseware Understand the charac
13、teristics and uses of different IT tools 30 hours of training,高級程度 Advanced IT Competency,具備知識 理解電腦管理教學系統的功能 檢討電腦教學程式的成效 利用資訊科技設計教材 選擇適當的資訊科技設備，以配合學校的需要 。,Knowledge Understand how a Learning Management System works Evaluate the effectiveness of courseware Design courseware using IT Choose suitable I
14、T equipment to suit the school needs,課程,高級程度 Advanced IT Competency,功能 就教學方面應用資訊科技的事宜，向同事提供意見； 在學校推廣資訊科技文化； 為學校制訂校本資訊科技計劃或研製教學軟件； 管理學校的資訊科技系統； 訓練 以兼讀方式，在兩年內接受約120小時訓練。 在受訓期間，學校或免除有關教師的部分教學職務。,Function Provide consultative service on IT-related matters to other teachers Promote IT culture Devise scho
15、ol-based IT plan or develop courseware Manage the IT infrastructure Training part-time base, 120 hours of training,第一個五年計劃 First Five-year Plan,以硬件及網絡建設為主 教師培訓以技術為主， 雖提及教師角色的轉換，但未有確實的策畧,Focused at hardware and infrastructure Teachers trained with skills. Teachers role change mentioned, but no strate
16、gy to substantiate,進展評核 Progress Evaluation,资讯科技教育计划进度初检研究（2000年12月至2001年8月） (只有英文版) http:/sc.emb.gov.hk/gb/www.emb.gov.hk/index.aspx?langno=2&nodeID=2304 1998至2003年资讯科技教育计划进度检视及成效评鉴的整体研究 http:/sc.emb.gov.hk/gb/www.emb.gov.hk/index.aspx?langno=2&nodeID=2305,Preliminary Study on Reviewing the Progres
17、s and Evaluating the Information Technology in Education (ITEd) Projects (December 2000 - August 2001) http:/www.emb.gov.hk/index.aspx?langno=1&nodeID=2304 Overall Study on Reviewing the Progress and Evaluating the Information Technology in Education (ITEd) Projects 1998/2003 Final Report (February
18、2005) http:/www.emb.gov.hk/index.aspx?langno=1&nodeID=4411,Findings (2002),教與學 香港的硬體，軟體與及網絡設施已大幅進步 教師與學生的資訊科技能已大幅提昇 很多教師仍將個人的角色設定為知識的提供者，在香港的學校中，範式轉向(從教師為中心轉為以學生為中心)沒有明顯的出現 某些學校，由於領導階層有明確的視野及對資訊科技教育作為課程及教學改革的先行者有深刻的認識，出現了一些創新的教學模式,Teaching and Learning The hardware, software and networking infrastru
19、cture provisions in Hong Kong schools have been greatly improved a noticeable improvement in the teachers and students IT skills since 1998. Many teachers still perceive their role mainly as providers of knowledge, there is no noticeable paradigm shift (teacher-centred to student-centred) in teachin
20、g practice across the general population of schools, innovative pedagogies have successfully emerged in some schools where the school leadership has a clear vision and understanding of the ITEd initiative as one of promoting curriculum and pedagogical reform.,Findings (2005),連接與應用 香港的小學，中學及特殊學校平均每校有
21、89.8, 237, 71部電腦 所有學校電腦均可上網，95.8%(小學), 97.6%(中學)及93.9%(特殊學校)使用宽帶上網 96%學校校長每天在學校上網，在家上每天上網的在94%以上。 96%教師每天在學校上網，在家上每天上網的在97% 以上. 小學生來說，22.2%小三學生，22.8小六學生每天在學校上網多於一小時。45.9% 及71.9%每天在家上網多於一小時 中學生來說，17.7%中二學生, 12.1%中四學生, 11.1%中六學生每天在學校上網多於一小時；83.2%, 87.1%, 82.1%每天在家上網多於一小時 特殊學校學生來說，30.4%每天在學校上網多於一小時；45.
22、1%每天在家上網多於一小時,Access, connectivity and usage The average numbers of computers per school are 89.8, 237 and 71 for the Primary, Secondary and Special School Sectors respectively, All schools reported having Internet connections. Among them 95.8% (primary schools), 97.6% (secondary schools) and 93.9%
23、(special schools) reported that the Internet connection was broadband. Over 96% of school heads make at least some daily use of IT at school and 94% or more at home. For teachers, over 96% make some daily use of IT at school and over 97% at home. For primary school students, 22.2% of P3 and 22.8% of
24、 P6 reported using computers for more than one hour per day at school and 45.9% and 71.9% respectively for more than one hour per day at home. In the Secondary School Sector, 17.7% of S2 students, 12.1% of S4 students and 11.1% of S6 students reported more than one hours use per day at school and 83
25、.2%, 87.1% and 82.1% respectively for more than one hour daily at home. 30.4% of special school students reported daily use of more than one hour at school and 45.1% at home.,Findings (2005),教師培訓 所有受訪教師都已接受基本程度培訓，89.2%小學教師，89.3%中學教師，92.2%特殊學校教師都已接受中等程度或以上程度的培訓 教師反映，培訓課程應減少技術訓練而著重教與學上的應用與專業上的發展及同儕間在學
26、科教學上的經驗分享 76.8%至87.3%的教師認為他們未能於教學中使用資訊科技的理由是他們缺乏時間及公開考試的壓力 他們希望可以適當的技術支援及由專人來評選適當的教學軟件.,Teacher enablement all of those who responded to this item reporting to have completed at least basic (BIT) level and 89.2% of primary, 89.3% of secondary and 92.2% of special school teachers having reached inter
27、mediate (IIT) level or above. teachers feel they need less training with regard to technical expertise and more focus in their professional development on effective pedagogical use of IT and sharing of experiences with subject-based colleagues. From 76.8% to 87.3% of teachers reported that they had
28、experienced restrictions imposed by insufficient time and excessive workload. the pressures of the public examination-driven system were another common reason for not incorporating IT into their teaching. Ongoing technical support as well as support in locating and evaluating suitable teaching softw
29、are is considered by school heads and teachers to be of utmost importance.,Findings (2005),課程，教學及資源 資訊科技較多使用，多用於搜尋資訊及準備教學材料及筆記 於關鍵學習領域教學較多使用 小學：文科領域：82.4%；英語(97.6%) 中學：中文：91.8%；科學：98.7% 教師為中心多於以學生為中心,Curriculum, pedagogy and resources increasing use of IT by teachers, in searching for information an
30、d preparing notes/course materials evidence of increasing use of IT in teaching and learning across KLAs since the Preliminary Study. Primary School Sector： from 82.4% (on Art) to 97.6% (on English) Secondary School Sector: from 91.8% (on Chinese) to 98.7% (on Science). Actual classroom use of IT is
31、 still more related to teacher-centred rather than student-centred learning,學習 於家中使用電腦大幅多於在學校使用 主要用於娛樂、搜尋資訊；亦有用於學習,Student learning use of IT at home is much higher than their use in school. they used IT mainly for entertainment and searching information outside school; but also for learning-related
32、 work.,2004,善用資訊新科技，開拓教學新世紀 2004年7月http:/www.emb.gov.hk/index.aspx?langno=1&nodeID=2497,Enpowering Teaching and Learning with IT (July 2004) http:/www.emb.gov.hk/index.aspx?langno=1&nodeID=2497,2004善用资讯新科技 开拓教学新世纪 Empowering Learning and Teaching with Information Technology,Goal 1: Empowering Learne
33、rs with IT Goal 2: Empowering Teachers with IT Goal 3: Enhancing School Leadership for the Knowledge Age Goal 4: Enriching Digital Resources for Learning Goal 5: Improving IT Infrastructure and Pioneering Pedagogy Using Technology Goal 6: Providing Continuous Research and Development Goal 7: Promoti
34、ng Community-wide Support and Community Buildinghttp:/www.emb.gov.hk/index.aspx?langno=1&nodeID=2497,目标一：利用资讯科技加强学习者的能力 目标二：利用资讯科技加强教师的教学能力 目标三：配合知识年代提升学校领导能力 目标四：丰富数码学习资源 目标五：改善资讯科技基础设施及利用资讯科技创新教学法 目标六：进行持续研究及发展 目标七：推动社区支援及社群建立http:/sc.emb.gov.hk/gb/www.emb.gov.hk/index.aspx?langno=2&nodeID=2677,20
35、04年三年計劃 Three-years Plan,深化以往的政策 注重落實於教與學,Deepen what have been done More focused at teaching and learning,怎樣落實 How to implement,資訊素養 教師專業發展,Information Literacy Teachers Professional Development,資訊素養 Information Literacy,為學生制定一個資訊素養的架構，幫助師生更明確理解資訊科技教育的學習目標。資訊素養一詞泛指下列範疇的學習成果： 資訊科技的基本操作和概念，包括何時使用甚麼工具
36、及何時不需使用 有關使用資訊科技的社會和道德問題； 把資訊科技作為促進生產、溝通、協作、研究和決策的工具； 檢索資訊及批判性地評估不同來源的資訊的策略和技巧； 使用資訊科技工具作資訊管理和數據分析； 採用知識管理的概念和方法支援持續性的工作和協作。,A broad framework of “Information Literacy“ for students will be developed to help teachers and students have a clearer picture on the learning targets of using IT in educatio
37、n. The term “Information Literacy“ generally refers to the following domains of learning outcomes - basic operations and concepts of IT, including when to use what tools and when not to use; - social and ethical issues relating to the use of IT; - use of IT as a productivity tool, a communication to
38、ol, a collaboration tool, a research tool and a decision-making tool; - strategies and skills for information retrieval and critical evaluation of different information sources;- use of IT tools for information management and data analysis; and- knowledge management concepts and practices to support
39、 sustained work and collaboration.,香港学生资讯素养架构的制定 Development of an Information Literacy Framework for Hong Kong Students,http:/www.emb.gov.hk/index.aspx?langno=1&nodeID=4388,http:/sc.emb.gov.hk/gb/www.emb.gov.hk/index.aspx?nodeid=4388&langno=2,資訊素養 Information Literacy,根據總統委任美國圖書館協會資訊素養委員會(1989) 的定義
40、 具備資訊素養的人懂得界定何時需要資訊， 並具備尋找、 評估及 使用資訊 的能力,According to American Library Association Presidential Committee on IL (1989), the information literate person is, “able to recognize when information is needed and have the ability to locate, evaluate, and use it effectively“,資訊科技與資訊素養 IT & IL,廿一世紀學生應要,掌握必需的
41、技能和知識以處理資訊 如理解、尋找、分析、評核與整合資訊等 應用處理資訊的技能和知識 作出適當的決定及解決問題具備反思處理資訊的習慣 懂得在急速變化而資訊豐富的環境 規劃 反思及 調控其探究過程,To enable students to master the necessary skills to comprehend, locate, analyse, critically evaluate and synthesize information and apply their knowledge to inform decisions and problem solving; To dev
42、elop students as reflective learners who are able to plan, reflect upon and regulate their process of inquiry in a rapidly changing, information-based environment;,認識自學能力 對個人成長 生活娛樂及 終身學習 的貢獻在個人及與他人合作使用資訊時有更大的自主權，但同時亦要他們承擔社會責任,To enable students to appreciate that being an independent learner will c
43、ontribute to personal growth, enjoyment and lifelong learning; To empower students with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning.,香港學生資訊素養的組成,進展評核 Progress Evaluation,評核的成效，包括： 在某些中學及特殊學校，使用資訊科技對學生在中文、數學、及科學學業成效的影響.
44、資訊科技的推行策略成效及對未來方向的建議。 http:/www.cite.hku.hk/en/research/projects/ilpa.htm,Study on Evaluating the Effectiveness of the Empowering Learning and Teaching with Information TechnologyStrategy (2004/2007) To evaluate the impact of IT on students learning outcomes in Chinese and mathematics at primary sch
45、ool level, Chinese and Science at secondary school level and in special schools. To conclude the overall effectiveness of the Strategy and to recommend the way forward for ITEd. http:/www.cite.hku.hk/en/research/projects/ilpa.htm,政策以外 Besides Policy,四所師資培訓機構的研究與發展 香港教育學院 香港浸會大學 香港中文大學 香港大學 學習方法的發展與實
46、驗 香港中文大學 香港大學,Research and Development by the 4 Teacher-training Institutes in Hong Kong Hong Kong Institute of Education Hong Kong Baptist University The Chinese University of Hong Kong Hong Kong University The last 2 have some developments on Learning with IT,Toward Knowledge Construction - HKU,建構
47、知識以培養高層次思維能力,Promoting Higher-order Thinking Through Knowledge Building http:/lcp.cite.hku.hk/http:/www.cite.hku.hk/en/,Knowledge Construction Project in CUHK 香港中文大學知識建構項目,遠端協作學習 跨科、跨校、跨地專題研習建立全球小學學習社群 學生為中心虛擬學習環境 WebQuest 工作坊 04-05 (31 xf 28 人) 05-06 (18 x 28人) 資源中心 卓越中心 全港教師比賽 學習村,DISCOL 3I Projec
48、t Situated Game The VISOLE (Visual Interactive Student-Centred Learning Environment) Approach WebQuest Training workshops 04-05 (31 Events of 28 persons) 05-06 (18 Events of 28 ) Resource Bank Exemplar Schools Competition Learning Villages,遠端協作學習 Distance Collaborative Learning,與華南師範大學教育技術學院合作 香港與深圳
49、、廣州及全國各省合作學習 http:/www.fed.cuhk.edu.hk/discol/,In cooperation with the School of Educational Technology, South China Normal University, secondary and primary schools in Hong Kong, Macao, Shenzhen, and Guangzhou are working on web-based collaborative learning. http:/www.fed.cuhk.edu.hk/discol/,Learning Theories,Objectivism Learning is transmitted knowledge! Teaching should be directed, systematic, and structured Inquiry approaches are too slow to be practical Students should all pass the same tests; standardization means accountability,
