An ICT Journey: From Coventry to Netherlands (ICT in Education 世界的潮流與趨勢 )

An ICT Journey: An ICT Journey: From Coventry to NetherlandsFrom Coventry to Netherlands

(ICT in Education (ICT in Education 世界的潮流與趨世界的潮流與趨勢勢 ))

An ICT Journey: An ICT Journey: From Coventry to NetherlandsFrom Coventry to Netherlands

(ICT in Education (ICT in Education 世界的潮流與趨世界的潮流與趨勢勢 ))

麗山高中麗山高中

邱淑娟邱淑娟

2002 Coventry, UK

2003 Esztergom, Hungary

2002 Hawaii, US

2006 Manchester, UK

2006 Enschede, Netherlands

2001 Finland & Sweden 2003 Bangkok, Thailand

2005 Sabah, Malaysia

2004 HK & Singapore 2006 London, UK

Implementing ICT in Schools

The British Council Seminar 0161

Coventry, England (Feb. 2002)

Interactive Second Language Learning

2002 Fall Teacher InstitutePunahou, Hawaii (Oct. 2002)

Leadership and Facilitation Skill for ELT Professional

Hornby Summer School

Esztergom, Hungary July 2003

Put Networking Tools into Learning and Teaching

British Council Seminar 0563Manchester, England (Feb. 2005)

A Learning World

2006 International iEARN World Conference and Youth Summit

Enschede, Netherlands (July 2006)

Science Teacher Visit Group

Dec. 9-19, 2006(Great British Museum)

今日主題• 由一份英國 Becta 的研究報告談

起…• ICT 在教學上的應用 ( 國際篇 )

• ICT 在教學上的應用 ( 臺灣篇 )

• 由另一份英國 DfES 的研究報告(2020 Vision ) 談反思與建議…

由一份英國 Becta 的研究報告談起…

Becta Research in 2002擁有好的 ICT資源的學校在 Key Stage 2有比較好的表現。

擁有好的 ICT資源的學校在 Key Stage 2有比較好的表現。

Good ICT - Standards?

Key Stage 2 - % Level 4 and above

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

English Maths Science

DataThe average proportion of pupils attaining Level 4 or above within each sample of schools

Poor ICT resources (n=59)

Very Good ICT resources (n=183)

Government target for English

Government target for maths

Continue over two years?

KS2 Maths - Level 4 or above

70%

72%

74%

76%

78%

80%

1999 2000

ICT資源豐富的學校在 Key Stage 2有比較好的表現，已有連續兩年的證據。

ICT資源豐富的學校在 Key Stage 2有比較好的表現，已有連續兩年的證據。

Becta Research in 2002

ICT資源豐富的學校比相似類型的學校表現要好。

ICT資源豐富的學校比相似類型的學校表現要好。

Benchmark?

Ks2 science, Benchmark group 3

75%

80%

85%

90%

95%

1999 2000

Becta Research in 2002

應用 ICT支援學科教學，有助於該科的表現。應用 ICT支援學科教學，有助於該科的表現。

Link to subject usage?

KS2 English

65%

70%

75%

80%

85%

substantial use ofICT

little use of ICT

Becta Research in 2002

ICT資源豐富並善用這些資源的學校比有 ICT資源但是沒有善用資源的學校表現較佳。

ICT資源豐富並善用這些資源的學校比有 ICT資源但是沒有善用資源的學校表現較佳。

KS2 Maths 'above national standards'

0% 20% 40% 60% 80%

good ICTresources andvery good ICT

teaching

good ICTresources and

poor ICTteaching

Link to how well used?

Becta Research in 2002

Link to other ICT variables?

善用 ICT的學校通常有好的 ICT教學、技能、態度及風氣。

善用 ICT的學校通常有好的 ICT教學、技能、態度及風氣。

Correlations between ICT factors and English standards

0 0.05 0.1 0.15 0.2

4.2.0 Pupils' attitudes and behaviour in ICT

6.1.4 Ethos for Learning

5 0 0 Assessment

5.3 Contribution of ICT to Pupils' SMSCDevelopment

5.2.2 Equality of Access to ICT resources

5.1.0 ICT Teaching

4.1.2 Progress against prior attainment inICT

6.2.1 Match of Teachers to ICT curriculum

6.1.2 Support and Monitoring of ICT

6.2.3 Professional Development of Staff

6.3.1 Efficient use of Staff in ICT

6.3.0 Efficiency in ICT

4.1.3 Progress of SEN pupils

6.3.2 Efficient use of resources andaccommodation

6.2.5 Adequacy of ICT resources

6.1.0 Leadership and Management in ICT

6.2.0 Staffing Accommodation andLearning Resources

6.1.3 ICT Development Planning

6.2.2 Match Support Staff to curriculum

6.2.4 Adequacy of ICT Accommodation

Becta Research in 2002

Schools of the future?

善用 ICT的學校以及有好的 ICT資源在1999年達到國家目標

。

善用 ICT的學校以及有好的 ICT資源在1999年達到國家目標

。

Key Stage 2 - % Level 4 or above

70%

75%

80%

85%

90%

English Maths Science

Social profile

16%

19%

45%

41%

31%

30%

6%

4%

4%

4%

0% 20% 40% 60% 80% 100%

School oftomorrow

All schoolsE

D

C

B

A/A*

Becta Research in 2002

Professional judgements?

在 ICT資源豐富的學校內有86% 的人相信 ICT 對於提高標準很重要並且大量使用於數學、科學及英文教學上。

在 ICT資源豐富的學校內有86% 的人相信 ICT 對於提高標準很重要並且大量使用於數學、科學及英文教學上。

How many hours per week on the computer?

0% 10% 20% 30% 40% 50% 60%

Less than half an hourper week

Half an hour to an hourper week

One to two hours perweek

More than two hoursper week

Positive impact on Key Stage 2 attainment

0%

20%

40%

60%

80%

100%

EnglishMathsScience

Becta Research in 2002

Research?

Good ICT - Standards?

Continue over two years?

Benchmark?

Link to subject usage?

Professional judgements?

Schools of future?

Link to how well used?

Link to other ICT variables?

有大量的研究顯示善用ICT對教學有幫助。有大量的研究顯示善用ICT對教學有幫助。

Becta Research in 2002

ICT 在教學上的應用 ( 國際篇 )

• 同步與非同步的溝通工具 Schools in Hawaii & Telecollaboration

• 虛擬學習環境 (VLE, CMS) Moodle

• 更具互動性的 Web2.0

• 專案式學習 (PBL) IEARN

• 新興科技提供不同的選擇• 新興科技挑戰老師的權威• 新興科技改變學習的風貌

– Content-based

– Project-based

– Web-based

– Intercultural

– Global citizenship

ICT 帶給教學的衝擊

– 同步與非同步的溝通工具 – 虛擬學習環境 (VLE, CMS)

– 更具互動性的 Web2.0

– 專案式學習 (PBL) IEARN

ICT 在臺灣的發展

不缺也有

推廣中發燒中

看看別人 想想自己：

• 資訊設備上– 傲人的硬體設備 但城鄉仍有差距– 軟體資源不夠豐富

• 應用上的差異– 老師與資訊的互動大於學生的互動– 數位教材的設計及應用仍多以老師為中心– 師生的資訊素養與倫理教育皆有待提昇

ICT 在教學上的應用 ( 臺灣篇 )

反思與建議

2020 Vision

2020 Vision 檢核表

學校可以思考的議題1. 資訊融入教學的最終目標是什麼 ?

2. 資訊融入教學的評鑑機制是什麼 ?

3. 什麼樣的教學內容才可以提升教學品質 ?

4. 目前資訊融入教學的使用及成效如何？5. 學校對於資訊融入教學的共識為何？6. 對於資訊融入教學，符合學校整體目標的遠景

及應用對策？7. 為確保資訊融入教與學對於教學品質有正面的

提升，學校行政可以為老師做些什麼？

ICT in School 的關鍵議題

關鍵議題

對新科技的了解 策略與目標

知識與技能

符合新趨勢的 ICT 發展計畫教職員發展計畫

足夠的 ICT 資源

有效果及有效率的資源

遠程 ICT 願景

建議

1. 觀念上：朝向提升學生的批判性思考、資訊能力及合作學習為原則。

2. 設備上：提供合宜的設備及教學平臺。3. 方法上：建議應用科技將專案式學習融

及國際交流融入教學中。4. 技能上：老師應有的裝備

The Best Way to Sharing

Alice & Web 2.0

• Alice’s teaching blogs– The Year I was Born– 952 Lishan PBL

• Bloglines• del.icio.us

alicechiu@tp.edu.tw

Technology in Use (Hawaii 2002)

TelecollaborationE-mail

Chat linesE-bulletin board

Video conferencing Cross-cultural webp

ages

The Punahou School

PPT E-mail

Chat linesOnline journalsFamily projects

Electronic portfolio

The Maryknoll School

Electronic PortfolioAssessmentAssessment of OralLanguage Development

The SHALL Team in the Farrington

What is telecollaboration?

Students telecollaboratively use the Internet to accomplish curriculum-related goals.

Telecollaborative Examples

• Interpersonal exchange:

– E-mail (e-pals); (Chinese)

– Chat lines; (French)

– E-bulletin boards; (Spanish 4H)

– Cross-cultural WebPages; (Japanese)

• Global classrooms such as videoconferencing

Student Telecollaborative Videoconferencing Projects

• Information exchange;

• Question/answer activities;

• Surveys/database creation;

• Problem-solving activities;

• Debates;• Peer feedback—prepare

position papers on topics and share insights;

• Creating common work together;

• Social action project (i*earn)

Web 2.0

Web 1.0 vs. Web 2.0

Web 1.0 Web 2.0

Time 1993 - 2003 2003 -

mode read ( 讀 ) read/write ( 讀寫 )

unit page ( 頁 ) post/record ( 紀錄 )

state static ( 靜止的 ) dynamic ( 活躍的 )

browse browser ( 瀏覽器 ) browser/RSS

creator webpage creator ( 網頁編輯 ) everyone ( 每個人 )

ownership technological experts ( 專家 ) amateurs ( 業餘者 )

Web 2.0 的功能• Yahoo Groups• blogs • podcasts • flickr• del.icio.us • wikipedia

RSSFeed

News aggregators( 新聞收集器或源料閱讀器 )

read/write softwarenetworking toolssocial software

Subscription to blogs/news/podcasts

功能功能

Really Simple Syndicate

內容結構清晰

整齊地詮釋資料欄位

Web 2.0 在教學上的應用 -1• Personal Learning Environment

( 個人學習環境 )• E-portfolio: (e- 學習檔案 )

– Files– Blog (blogger)– photos (Flickr)– Podcast (podomatic)– Video Blog (YouTube) – research documents (del.icio.us)

• Networking / connection ( 學習 / 社交網絡 )

Web 2.0 在教學上的應用 -2

• Blog hosting services

– Blogger

– Edublogs

– Wordpress

– Elgg

– MSN

• ELT blog projects

– P2P-ESL-EFL-X• Bloglines

a tool to help subcribe to blogs/podcasts

• Share what you read:del.icio.us

IEARN & PBL

• 成立於 1988 年， iEARN 是目前世界上最大的一個提供全球老師及學生以網路來學習交流機會的非營利教育網站。國內的教師在這個網站可以找到適合自己教學科別的專案，引導學生以科技做為媒介來促進學習及國際交流。

IEARN 學習圈

• Learning Circles promote theme-based project work integrated with the classroom curriculum

• Working with Learning Circle partners from around the world helps students develop important interpersonal skills

• Learning Circles also encourage interactions among teachers providing a very different model of professional development

Learning Circles

Cross-Classroom Collaboration To Create A Circle Publication Group Investigations within Classrooms. Group Investigations across Classrooms.

One of the best ways to learn something is to agree to teach it to someone else!

One of the best ways to learn something is to agree to teach it to someone else!

IEARN 學習圈

IEARN 學習圈的操作模式

Learning Circle Partners (A Group of 6-10 Classes) Grade Level Compatibility Geographic Diversity Common Timeline Task Coordination Individual Creativity Responsibility to the Group

IEARN 學習圈的操作模式

IEARN 學習圈的學習階段準備期

開課期

計劃期

交換期

編輯期

結束期

Places and PerspectivesElementary

Comparing Places

Historical City Tour

Local History Timeline

What Peace Means To Me

Weather

Ecosystems

Local Animal Habitats

Mind Works

Middle School

Circle Stories

Invention Convention

Place Poetry

Cultural Stories

Predictions 2020

Folklore/Folktales

Teen Tales

ComputerChronicles

High School

New World Order

Economic Issues

Ozone and the Environment

Solar Power

A.I.D.S.

Oil Spills

IEARN 學習圈的學習主題

Session 1 (September to January):1. Begins mid-September and ends in January (16

weeks with a 2-week break in December). 2. Learning Circle Placement forms are due in

early September

Session 2 (January to May):1. Begins late January and ends in May (15 weeks

with a 1-week break in Spring). Learning Circle Placement forms are due early January

IEARN 學習圈的時程表

Students...

Work with information, analyzing, comparing, and editing to create a final presentation.

Use technical tools to create a final presentation.

Accept responsibility for the work, making sure that all tasks are completed within a group timeline.

IEARN 學習圈的學習成果

To join iEARN Learning Circles, you must first be a member of iEARN and complete an iEARN Learning Circle placement form two weeks before the beginning of the session. Once you complete the placement form you will be placed in a circle for the next session.http://www.iearn.org/circles/lc-placement.html

如何加入 IEARN 學習圈