推进手机移动学习:中小学教师态度与需求

Advance of M-learning via Mobile Phone: Attitudes and Needs of Teachers in Primary and Secondary Schools

能否在中小学校普及手机移动学习,这是当前国际教育组织、教育行政部门和产业界共同关注的焦点问题。来自北京市4城区11所学校450名教师和管理者的调查数据表明,绝大多数教师都具有积极的技术产品教育应用意向,但反对中小学生持有手机和利用手机进行移动学习。不同学段的教师对推进手机移动学习的需求差异非常显著,小学教师最为积极,初中教师最不积极。在中小学校推进手机移动学习,应引导学校管理者、教师转变理念,客观认识学生手机,逐步认同手机移动学习;应加强宣传,推进本土实践,吸引学校管理者、教师乐于尝试手机移动学习;应增强手机移动学习产品、资源、服务与教育者、学习者、教学过程、学习过程的融合;在政策推广方面,可以先从小学进行试点推广,中学生手机移动学习可以走社会化推进、产业推动的道路。

Whether M-learning via mobile phone can be popularized among primary and secondary school students is the focus of attention of international education organizations, educational administrations and the education industry. An empirical survey and analysis of 450 school teachers and administrators from 11 schools in 4 districts of Beijing find out that most teachers have positive attitudes towards implying technology in education, but they oppose to students＂ possession of and learning via mobile phones. For teachers of different grades, the need for M-learning via mobile phones varies greatly, with primary school teachers the most positive and secondary school teachers the least. To promote M-learning via mobile phones in primary and secondary schools, school administrators and teachers should change their minds, assume an objective and acceptant view on the student mobile phone, promote publicity and local practice so that more educators become willing to apply M-learning via mobile phone, and enhance the integration of M-learning products, resources and services with educators, learners and the instruction and learning process. It is suggested that policy popularization be piloted in primary schools, where as the promotion of M-learning via mobile phones in secondary schools should take the social and industrial road.