간행물
Asia-Pacific Collaborative education Journal
- 발행기관 APEC국제교육협력원
- 자료유형 학술지
- 간기 반년간
- ISSN 2092-674X (Print)2092-6758 (Online)
- 수록기간 2004 ~ 2021
- 주제분류 사회과학 > 교육학 사회과학 분류의 다른 간행물
- 십진분류KDC 371DDC 379
권호리스트/논문검색
Volume 2 Number 1 (2006년 6월) 7건
1.
2006.06
구독 인증기관 무료, 개인회원 유료
Malaysian secondary school teachers' readiness to use Information Communication Technology (ICT) is considered a critical skill in terms of national goals for schools that will prepare students to compete in the knowledge economy of the 21st century. The study investigated 303 teachers' ICT readiness in terms of their basic ICT knowledge, skills, and attitudes towards ICT. Data were collected via the Teachers' ICT Readiness instrument which consisted of an ICT knowledge test, an ICT skills test, and attitude towards ICT questionnaire. The results indicated that the majority of teachers had a moderate level of basic ICT knowledge and skills. A majority of the teachers too had a positive attitude towards ICT. Discussion and recommendations focus on the need to capitalize on the positive attitudes to turn these into action, increasing readiness to use ICT.
4,000원
2.
2006.06
구독 인증기관 무료, 개인회원 유료
The trend toward miniaturization and wireless communication offers the prospect of ubiquitous computing, that is computing available everywhere, all the time. As communication devices become more and more mobile, and as life styles adapt to this mobility, education must adapt also. A host of new and rapidly changing applications is emerging, wrapped around handheld information and communication technology (ICT) devices and the software and services on which they run. Users expect to always remain connected during their nomadic roaming, and this expectation is beginning to include students. Information technology managers are searching for ways to meet the mobile technology and ubiquitous computing demands of students while educators are seeking ways to exploit this new communication life style for positive pedagogical purposes The new mobile technologies seem well suited to support contemporary theories of learning that emphasize active engagement, collaboration, information-seeking, and reflection. All of these qualities can be achieved in mobile learning (“m-learning”) but only after overcoming significant constraints related to the technical and physical limitations of mobile technologies. Some design guidelines are offered to help educators cope with these limitations.
4,300원
3.
2006.06
구독 인증기관 무료, 개인회원 유료
Throughout the Asia-Pacific region, despite government efforts to promote the use of information and communication technologies (ICT) in schools, the acceptance and use of these technologies by classroom teachers has been slow to take off. This study focused on ascertaining the effectiveness of a school-based, on-site, and ongoing professional development program conducted in a primary school in Hong Kong. There were training sessions conducted by fellow teachers, and participatory action research groups to share resources and experience in incorporating ICT in teaching. Teachers’ incorporation of computers in teaching was significantly increased in the first year of intervention but showed fluctuation in the second year. A number of explanations for these changes were offered by teachers in their interviews. The lower self-ratings in year two may be due to changes in self-perception rather than changes in actual ability or practices.
4,000원
4.
2006.06
구독 인증기관 무료, 개인회원 유료
Ambitiously introduced by the Hong Kong government in 1998, all pre-service teachers are to attain the upper intermediate level of information technology (IT) competency in education as a qualification before entry into the teaching profession (Education and Manpower Bureau, 1998). This level focuses on the effective use of IT across the curriculum and using IT in a meaningful educational context to maximize the effectiveness of the instructional process. This article discusses how the proactive strategy of information technology competency education (ITCE) empowerment and the teaching subject study (TSS) portfolio assessment system have been successfully implemented in the post-graduate program of primary teacher education at the Hong Kong Institute of Education. It also examines how students begin to make sense of their newly acquired IT knowledge, skills, and attitudes and how they have demonstrated their competency in the use of IT. Quantitative and qualitative evaluation data were gathered and it was found that students were accomplished in gaining positive and valuable insights in the use of IT in education.
4,000원
5.
2006.06
구독 인증기관 무료, 개인회원 유료
A survey of staff members of higher education institutions across China at which educational technology training programs had been conducted indicated that the great majority of respondents were using educational technology in their work, although a smaller proportion felt that they had the necessary knowledge and skills to do so efficiently and effectively. The most common skills mastered were basic computer operations, Web searching, and the use of presentation software. Skills that are more integrally related to effective student learning and cost-efficient operation, such as course management and evaluation and integration of technology with lessons, were mastered only by a small minority. Respondents recommended that future training take the form of blended learning, combining face-to-face format with distance learning and self-study, and that it emphasize practical skills and direct application to the participant’s work. Other recommendations are also made regarding the establishment of standards for educational technology competencies and the improvement of evaluation of training courses.
4,000원
6.
2006.06
구독 인증기관 무료, 개인회원 유료
Tonga, a geographically isolated developing nation in the South Pacific was chosen as the site for a pilot implementation of Internet-assisted distance learning. As a high context, traditional society, and the last kingdom in the Pacific, with a monarchy and social traditions stretching back more than a millennium, distance learning in Tonga could only be implemented by taking into account its history and culture as well as technical and educational issues. Educational issues encountered were computer literacy, teaching-learning styles, delivery mode, availability of off-the shelf courses, language barriers, curriculum alignment, remote and onsite functions, virtual office hours, and evaluation/assessment. Social-cultural issues included social protocols at a distance, conflict between new and traditional teaching-learning patterns, access to resources, security, and tribal mentality. The issues addressed appear to be some of those that will arise in other places pursuing the goal of ubiquitous education through distance learning, whether in geographically remote nations such as Tonga or in isolated locations within a larger high-context nation, such as China.
6,100원
7.
2006.06
구독 인증기관 무료, 개인회원 유료
4,000원
