Vol. 20 No. 4 Aug Open Education Research G bnu. edu. cn bnu. edu.

Transcription

1 Open Education Research Vol. 20 No. 4 Aug IT G A zhangjb@ bnu. edu. cn huangrh@ bnu. edu. cn wudi@ mail. ccnu. edu. cn 76

2 . OECD ICT in Education in Global Context Emer- ging Trends Report ICT ICT ICT UNESCO UNESCO 2012 UNESCO OECD ICT ICT UNESCO World Bank OECD IT World Bank 2005 AECT ISTE EDUCAUSE 77

3 . 1 IT CIPP IT CIPP Context Input Process Outcome CIPO 2 IT 2013 IT 2 CIPO IT CIPO IT

4 . 3 3 Connect ED SMART Education Future School Promotion Project Digital Education Revolution Digital Agenda for Europe 79

5 . FP7 NSF FP7 IT FP7 IT - AECT ISTE EDU- CAUSE ICALT GCCCE ICDE ICCE 3D MOOC 80

6 . IT

7 M OECD in education Current practice international comparative research evidence and policy implications DB /OL. http / /www. oecd. org /education. 3 UNESCO Transforming education The power of ICT policies DB /OL. http / /www. unescobkk. org /education. 4 M.. FP7 5 M. OL. http / /www. infodev. org. 7 M. 8 M World Bank Knowledge maps ICT in education DB / Research on International ICTs in Education Development Content and Conclusions ZHANG Jinbao 1 HUANG Ronghuang 1 & WU Di 2 1. Collaborative & Innovative Center for Educational Technology Beijing Normal University Beijing China 2. Collaborative & Innovative Center for Educational Technology Central China Normal University Wuhan China Abstract To learn from successful experience of ICT in education in the world and to promote the development of ICT in education in China the Ministry of Education initiated the special research fund " International Development Research on ICT in Education ". The project includes three achievements " The International Development Report on 82

8 . ICT in Education " " Case Studies of ICT in Education Worldwide " and " ICT in Education in Global Context Emerging Trends Report ". As one of three achievements the report selects more than 20 countries and regions whose development of ICT in education has been a major inspiration and reference for China. The twenty countries and regions includes United States Canada Brazil Chile France Germany Russia Finland Japan Korea China China's Taiwan China's Hong Kong Singapore India Israel Australia South Africa and so on. The biggest difference between this study and previous studies is that it is based on the domestic development tasks on ICT in education arranging the international concerns on ICT in education. Through comparing Chinese experiences with other countries experiences on ICT in education we hope to draw practical and valuable implications for the ICT in education in China. The report analyzes the development characteristics of ICTs in Education in different countries and regions. The report contains seven chapters followed by outline of the project including policy analysis on ICT in education of typical countries and regions national action of ICT plan research on ICT in education of developed countries and regions the latest innovative application progress international organizations and well - known enterprise supporting for ICT in education. The seven chapters cover a wide range of areas including Europe Asia North America South America and Africa sub - Saharan. Through the analysis of ICT in education from different regions and countries of the world the report draws ten new technologies applying to education and ten trends on ICT in education. This article is a summary of this report " The International Development Report on ICT in Education " and includes the research background international development status key contents research framework research process project focus and main conclusions of the study. The 10 new technologies consist of three dimensions including learning ways teaching forms and classroom patterns. The 10 trends include 1 New technologies and new ideas will continue to lead educational innovation in various countries 2 Digital divide and lack of learning design in technology environment will exacerbate " global learning crisis" 3 ICT in education will become an important strategy and top - level design by government - led initiative in developed countries 4 Different oriented - policies in countries will help clarifications on characteristics of the development stage of their ICT in education 5 " Technology for Learning" will become a global interdisciplinary research topic involving education psychology information science humanities and social sciences 6 Development of ICT in education from different regions of the world will be more pluralistic 7 " Education Equity" in each country's strategic position will become more evident 8 Multi - investment under the guidance of the government and the " cost - sharing" mechanism will be an important guarantee of sustainable development on ICT in education 9 Innovation on Information industry will promote the rapid development of ICT in education 10 International organizations and academic institutions will shorten the gap on the global education concept. Key words The International Development Report on ICT in Education key content research framework research process main conclusions 83