2005年-世界发展银行全球_Knowledge_Map___Teachers_Teaching_and_ICTs_6页_347kb

Summary of KNOWLEDGE MAP: TEACHERS, TEACHING AND ICTs

Core Content

The Knowledge Map explores the role of Information and Communication Technologies (ICTs) in teaching and learning, emphasizing the importance of teacher training, professional development, and the integration of ICTs into pedagogical practices. It highlights the findings from OECD countries and discusses their applicability to Least Developed Countries (LDCs) and Education for All (EFA) contexts.

Main Points

Successful Pedagogical Strategies with ICTs

• ICTs alone do not transform teaching: The mere presence of ICTs does not automatically lead to changes in teaching practices.
• Effective use requires pedagogical shift: ICTs can support transformation when used in conjunction with learner-centric, constructivist approaches.
• ICTs as tools for engagement: They are seen as tools to challenge students' understanding and thinking, either through whole-class discussions or individual/group activities.
• Mixed effectiveness in information presentation: Using ICTs for displaying content (e.g., through projectors or electronic whiteboards) is of limited impact and may reinforce traditional methods.

Teacher Professional Development

• Training is essential: Ongoing, relevant professional development is critical for maximizing the benefits of ICT investments.
• One-off training is insufficient: Teachers need sustained exposure and support to develop pedagogical practices and confidence in ICT use.
• Three-phase model: Professional development should be structured in three phases: pre-service, in-service, and on-going support.
• Hands-on training is needed: Effective professional development should model real classroom practices and provide opportunities for collaboration.
• Assessment methods are important: Training should include methods for evaluating and modifying teaching practices.

Teacher Performance and Motivation

• Confidence and fear: Many teachers lack confidence in using ICTs and may fear their implementation, which can hinder effective use.
• ICTs as a motivator: Initial exposure to ICTs can motivate teachers, but long-term engagement requires incentives.
• Access is key: Regular access to functioning ICT equipment is crucial for developing and maintaining skills.
• Incentives for participation: Teachers need motivation such as certification, professional advancement, and recognition to actively engage in professional development.

Teacher Use of ICTs

• Common uses: Teachers often use ICTs for administrative tasks, information presentation, and basic searches.
• More knowledgeable teachers use ICTs more effectively: They are less reliant on computer-assisted instruction and more likely to integrate ICTs in a constructivist manner.
• Time-intensive: Using ICTs in teaching requires more time for both implementation and adaptation.

Enabling Factors

• Curriculum and pedagogy changes: Shifting from traditional to constructivist methods is necessary for effective ICT use.
• Infrastructure and support: Adequate technical infrastructure and support are essential.
• School and community support: Administration and community backing are important for successful ICT integration.
• Communities of practice: These can support teacher development through peer networks and collaborative learning.
• Knowledge sharing: Lessons learned from ICT implementation should be shared to inform future practices.

Key Information

• ICTs support both traditional and constructivist pedagogy, but are most effective when used to enable learner-centric approaches.
• In LDCs, ICTs are often used to support traditional methods rather than enable new learning styles.
• Teacher subject knowledge influences how ICTs are applied in the classroom, with greater mastery leading to more effective use.
• Professional development must be ongoing and structured, incorporating both technical and pedagogical training.
• Access, support, and incentives are critical for encouraging teachers to integrate ICTs into their teaching.

Recommended Resources

• Breaking Down the Digital Walls: Learning to Teach in a Post-Modem World [Burniske 2001]
• Building Capacity of Teachers/Facilitators in Technology-Pedagogy Integration for Improved Teaching and Learning [UNESCO 2003]
• E-learning for Educators - Implementing the Standards for Staff Development [National Staff Development Council 2001]
• Enabling Teachers to Make Successful Use of ICT [Peter Scrimshaw 2004]
• ICT and pedagogy: A review of the research literature [Cox 2003]
• ICT Supporting Teaching - Developing Effective Practice [Becta 2002]
• Impacts of ICT in education. The role of the teacher and teacher training [Jager 1999]
• Information Technology: Underused in Teacher Education [Milken Family Foundation 1999]
• The Missing Link in Educational Technology: Trained Teachers [Carlson 2002]
• Multichannel Learning Maximizes Scarce Resources in Developing Countries [EDC 2001]
• Teacher professional development on ICT Use in Education in Asia and the Pacific [UNESCO-Bangkok 2004]
• Technology, Innovation, and Educational Change—A Global Perspective [Kozma 2003]
• Teacher Professional Development in the Use of Technology [Carlson 2002]
• Technology in Teacher Education: A Closer Look [Bielefeldt 2001]
• Towards a Strategy on Developing African Teacher Capabilities in the Use of ICT [Schoolnet Africa 2004]
• What styles of computer training enhance teachers' competence and confidence to use ICT? [Edmondson 2002]
• What the Research Says about ICT and Teacher Continuing Professional Development [Becta 2003]

Conclusion

The Knowledge Map underscores that successful integration of ICTs in education depends on teacher training, pedagogical transformation, and supportive institutional environments. While ICTs offer significant potential, their effectiveness is contingent upon teacher confidence, access, and the alignment of ICT use with broader educational reforms.