A Probe into the Application Ability of College English Teachers’ Educational Information Technology in the Information Age

With the arrival of the age of large information data, the education also gradually tends to educate the information, which has forced the demand of the teachers’ educational information technology application ability of the major universities and universities to be higher and higher. Therefore, in order to meet the needs of the development of higher education in the information age and to meet the needs of the college English teaching innovation, this paper will explore the application ability of the educational information technology of the college English teachers from various angles.

A Study of New Ways of Professional Development of Rural Teachers Supported by Information Technology

Teacher professional development has been put forward since the 1980s. After nearly 30 years of theoretical research and practical exploration, it has become a common concern of many countries in the world. It is the mainstream discourse of teacher education reform. As a special group of teachers in our country, the professional development of rural teachers is directly related to the improvement of the quality of education in rural schools. In this paper, information technology was briefly analyzed, and the problems in the professional development of teachers in rural schools were discussed;finally, strategies of rural school teachers' professional development supported by information technology were put forward.

Reflections on the Professional Development of Rural Teachers Supported by Information Technology

The rapid development of information technology has brought vitality to rural education, rural teachers should not only seriously deal with it, but also face greater impact and challenges. According to the basic quality structure and main influencing factors of teachers' professional development, questionnaires and interview outlines were designed for 650 rural teachers in ethnic minority areas of Southeast Chongqing to investigate the current situation of rural teachers' professional knowledge and the status of teachers' professional development support system in this study, and then countermeasures were proposed for the current problems, with a view to providing theoretical reference for the development and implementation of modern education.

Teachers' Self-Development in Applying Information Communication Technology

This paper reports a case study of my self-development in applying Information Communication Technology （ICT） to teaching. I analyzed my own growth from three perspectives： technical confidence and competence, pedagogical development and self-efficacy. Classroom observation, interviews, reflective journals and questionnaires were used to explore how professional self-development occurred when I changed my teaching belief in teaching, and how I understood the development as a practicing teacher in learning by teaching. I participated in various projects based on action research in order to meet the challenges of the teaching reform in the new era. The results indicate that teachers can develop their informational quality and professional competence in applying ICT in teaching.

A comparative analysis of information literacy curriculum standards in the educational programs of high schools in China and in the United States

Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.

Thoughts on the Professional Growth of University Teachers in Digital Era

The development of information and technology has changed education namely teaching and learning.This paper analyzed the main characteristic of university teachers’professional growth in digital era by theoretically analyzing the impact on education of information and technology.In the new era,teachers should assume more abundant roles,such as lecturer in the classroom environment,model of students’life,mentor/instructor,teaching evaluator,resource developer,planner,leader and manager,etc.Teachers in the digital era should own the qualities of“foundation”,“growth”,and“expansion”.On this basis,several suggestions for promotion of teachers’professional growth have been given.It is necessary to explore the way of professional growth for university teachers in the IT age by constructing a UGIT collaborative“front and behind continued”teacher cultivation mechanism;exploring a practice-oriented,precise,scientific and demand-driven cultivation model;and strengthening the training of teachers’IT application ability.

“Teacherpreneurs”分析及其对我国教师信息化领导力研究与实践的启示

美国是国际上较早关注教师领导力的国家之一。在我国教师信息化领导力发展的初级阶段,分析美国最新教师领导力理念对我国教师信息化领导力的研究与实践具有重要的借鉴意义。"Teacherpreneurs"是21世纪创新型教师领导者。这一概念是美国教学质量中心(Center for Teaching Quality,CTQ)为应对21世纪教与学的变革而提出的,代表了信息时代美国教师领导力理念的变革。本研究在对"Teacherpreneurs"的提出背景、基本内涵和基本特征进行分析的基础上,对我国教师信息化领导力的研究与实践进行了尝试性思考与总结,以期对丰富教师信息化领导力理论,开发教师信息化领导力,拓宽教师专业发展途径具有一定的指导意义。

新课程标准下高职信息技术课程教学困境与路径探究

高职信息技术课程凭借其教学对象范围广、影响面大等特点,在职业教育人才培养中发挥着重要作用。尤其是在当前我国各行各业向数字化转型的关键时期,该课程承担着信息化、数字化人才素养培养的重要职责。目前,在新课标背景下,高职信息技术课程存在现有教学资源不足、教学队伍新技术水平较弱、教学模式固化陈旧、学生学业水平评价方式单一等困境,使得该课程无法满足新课标的教学目标、教学内容和人才培养的要求。高职信息技术课程的教改需要多种措施并举,创建常态化教师培训机制;多种教学资源协同开发,加快数字化资源库的建设;多种教学模式灵活选用,不断创新教学方法;多种考核方式相结合,促进考核客观、公正、合理。

人工智能生成内容技术在医学信息素养教师专业发展中的应用

目的/意义探讨医学信息素养教师对于人工智能生成内容的态度和认知,以期为其专业发展、人工智能应用推广以及人才培养提供理论和实践指导。方法/过程选取教授医学信息素养课程的9名任课教师,基于“科技-组织-环境”框架,通过专家访谈和解释现象学质性研究方法,研究其对人工智能生成内容的态度和认知。结果/结论人工智能生成内容技术为医学信息素养教师专业发展提供了新机遇,但也带来了新挑战,提出增强技术接受度和易用性、加强组织支持和资源投入、充分发挥政策和社会因素作用等对策建议。

新文科背景下高校教师信息素养现状、困境和提升策略

高校文科教师的信息素养水平对促进传统文科的变革升级、推动新文科建设具有重要意义。文章对中部地区部分高校文科教师进行调查后发现,高校文科教师信息素养总水平较高,其中,信息意识和信息道德很高,但信息技术知识和应用技能水平相对偏低,教师学习新技术和新知识的积极性有待提升。因此,在新文科建设背景下,高校文科教师要加强新技术和新知识的培训学习、加强实施技术整合的教学创新,高校也要健全考核奖励机制,持续提升高校文科教师的信息素养水平。

信息技术2.0背景下内蒙古中小学教师TPACK知识发展研究

通过向内蒙古东部、中部和西部1492名中小学一线教师发放调查问卷量表,获取了中小学教师TPACK的整体情况、中小学教师TPACK各维度情况、教师TPACK不同变量的差异性数据。结合访谈,发现教师TK水平、教师教学经验、教师课堂教学设计、教师教学学术、职后培训是影响中小学教师TPACK发展的五大核心因素。基于《教育部关于实施全国中小学教师信息技术应用能力提升工程2.0的意见》的指导思想,重视发挥校长的信息化领导力、挖掘教师TPACK的个体生成力、发挥教师TPACK协同互助促进力、提升校本培训团队信息化指导力,是针对内蒙古中小学教师TPACK知识发展问题而提出的策略。

教育数字化时代高职教师信息化教学能力发展路径研究

教育数字化时代,职业院校教师信息化教学能力呈现出信息化应用两极化、培训体系不完善、融合创新不够等实际问题。针对这些问题,创新构建“三位一体、五步提升”信息化教学能力螺旋式发展路径,以期为高职院校教师信息化教学能力提升提供参考。

困境与希望:信息科技教师身份认同的调查研究

信息科技作为独立科目列为国家课程,建设高质量信息科技教师队伍对课程实施有重要意义,而高水平身份认同对提升信息科技教师幸福感、归属感与职业认同感有重要促进作用。研究以经验研究方法为主,主要采用定量研究方法开展研究,辅之以访谈研究作为补充,对信息科技教师身份认同现状及影响因素进行探究。研究发现:信息科技教师身份认同总体处于中等水平。学校课程建设与课程政策是影响信息科技教师身份认同的主要因素,学校组织管理为次要因素,教师的个人与职业特征对教师身份认同影响较小。信息科技教师身份认同陷入了教师队伍中“科班”教师占比较低、高学历信息科技教师物质与情感需求难以满足、学校无法满足信息科技教师的竞赛资源需求的困境。学校课程建设、考核评价与课程政策可以助力提升信息科技教师身份认同。

智能教育背景下信息技术教师胜任力探究——以A校现代教育技术专业为例

智能时代背景下,信息技术课程的课程标准在不断更新和完善,通过增加与时俱进的课程内容来支撑学生学科核心素养的发展,充分体现了学科育人的价值所在;这也对信息技术教师的能力水平提出了更高要求。信息技术教师能否胜任课程教学,很大程度上决定着学生的培养效果。本研究构建了信息技术教师胜任力评价量表,并以重庆市A大学现代教育技术专业为例,对培养效果和存在的问题进行探究。实验数据表明,在经过完整的专业课程学习后,学生的信息技术学科胜任力得到了明显提升,但也发现对学生意识素养的培养不足等问题,如思政意识、批判思维、创新思维、计算思维。同时,提出有针对性的建议措施,以期为现代教育技术专业师生提供教与学的参考。

高血压数字化管理初探:FAIR研究中家庭血压监测的设计与实践

目的探索数字化家庭血压监测(HBPM)管理在高血压患者中的应用,并对血压变异率等指标进行分析。方法纳入2023年2月1日—2024年1月15日参与FAIR-pilot研究并接受数字化家庭自测血压管理的受试者,利用蓝牙血压计与配套微信小程序实现HBPM数据的自动上传,并对HBPM数据、不同时段血压变异率及小程序使用情况进行分析。结果最终纳入86例符合条件的受试者,其中男性53例(61.6%),平均年龄(61.70±9.81)岁,共计分析HBPM血压读数23277人次。总体受试者晨间收缩压的变异率为(17.31±67.34)mm Hg,晚间收缩压的变异率为(13.75±36.10)mm Hg;晨间舒张压的变异率为(5.87±1.81)mm Hg,晚间舒张压的变异率为(6.22±3.66)mm Hg。整体受试者在小程序使用行为上的活跃度随着时间的推移呈下降趋势,但整体活跃度在80%以上。结论基于新型信息技术的数字化HBPM管理在高血压领域具备可行性,与收缩压相比,HBPM中舒张压的变异率可能是作为血压变异率更稳定的指标,但规范的HBPM流程仍有待进一步研究与推广。

数字化背景下教师信息技术素养的提升:何以可能及何以可为

在教育数字化时代,教师作为信息化教学的主要践行者,其信息技术素养是推进教育信息化的关键。为解决当前教师信息技术素养意识相对薄弱、整体水平不一、应用能力不足等问题,从分析教师提升信息技术素养的必要性出发,分析教师提升信息技术素养的作用,提出通过保持数字技术的前瞻性、培养数字思维、加强数字化实践、开拓数字化视野等途径,来增强教师的数字化意识和能力,以期推动教师信息技术素养的提升。

基于师生协同的实验课教学管理新模式

高校信息类硬件课程配套的实验课教学管理有两大痛点,即课程主讲教师实验课排课困难和实验课堂管理困难。本文设计了一个实验课辅助管理系统,借以构建了基于师生协同的实验课教学管理模式,加强了实验室管理员、教师、学生三方之间的联系,有效解决分组实验课痛点问题,为高校的实验课教学管理模式提供了新的优化思路。

教育数字化背景下教师数字能力的内涵要素、出场逻辑与提升进路

现代信息技术的裂变式发展加速了教育数字化转型,推动了数字技术赋能教育场域,改变了师生的实践方式。数字时代的教师需具备数字能力以应对新型技术整合教学的挑战,帮助学习者充分适应未来的智能化社会。教师数字能力主要是指教师在数字化、智慧化环境下,能够辨别、分析和获取关键信息和资源,利用数字技术进行高效教学、促进学生有效学习和个人专业发展所需要具备的技术知识、技能和态度,包括在线教学能力、信息处理能力、数字内容创造能力、数字技术应用能力以及持续学习和适应新技术的能力等。教师数字能力的影响因素涵盖宏观层面的政策制度、教育变革对教师能力提出的挑战以及发展教育新形态的现实诉求。基于此,教育现代化建设必须围绕构建相应的能力培训体系、开发数字教学资源以及建立跨学科的协作网络,着手培育和提升教师数字能力,为中国特色社会主义教育强国建设提供雄厚而先进的师资力量。

基于逆向教学模式提升师范生信息技术应用能力的策略研究

师范生作为职前教师,其信息技术应用能力是塑造教育信息化的关键,也是推动高效课堂的重要动力。本文基于逆向教学模式开展提升师范生信息技术应用能力研究,构建基于逆向教学模式的教学设计并展开相关实践。最终表明,基于逆向教学模式下的教学设计能够较好地促进师范生信息技术应用能力。

应用型高校青年教师信息化教学能力及其发展研究

近年来互联网与数字信息技术的飞速发展,推动着教育向信息化方向变革与发展。为了在教育信息化的环境下提高教学质量,文章对应用型高校青年教师信息化教学能力进行了研究,首先从信息化资源整合能力、设计能力、实施能力、评价能力等四个方面论述了青年教师信息化教学能力构成,进而探讨了青年教师信息化教学能力发展现状及存在问题。最后得出结论:提高信息化教学能力综合素质、建设完善的信息化教学信息资源体系和妥善使用信息化教学手段是提高青年教师信息化教学能力的重要策略。