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                                                                                          future

                                             2008.1.3

摘要：看了汪晓东老师的blog《教育技术学——永远的虚妄？》之后，我陷入了沉思。“教育技术学”是应该冷静的思考一下自己目前的发展了。以计算机为基础的新技术对当前的教育教学有多大的促进作用？是不是可以使教育发生革命性的转变？我们对新技术的狂热将会产生什么样的后果？…… 我觉得教育技术专业的学生（特别是硕士研究生）应该好好阅读一下 Reiser关于“美国教育技术领域发展演变的”（在刘世清主编的《教育技术学专业英语》中可以找到,里面有译文），它可以使我们冷静许多。　查看全文

摘要：学习苏联教育经验曾经是新中国成立初期的教育方针，对我国教育有着深远的影响。苏联教育经验在中国的传播主要表现为：翻译苏联教育的理论著作和教材，邀请苏联专家担任教育部顾问、学校的顾问和教师，按照苏联的教育模式建立新型学校，派遣留学生到苏联学习，等等。苏联教育理论认为教育是上层建筑的一部分，强调教育的阶级性和党性原则，重视教育、教学、教养在共产主义教育中的作用，重视系统知识的传授，强调教师的主导作用，等等。苏联教育的基本观念、教育制度、教学模式以至教学方法被全盘接受，完成了本土化，而又有所发展，并未因为来自左的方面的批判而有所改变。中国现在的教育传统，除了继承了中国传统的内核外，还融入了苏联教育的传统。　查看全文

2006年全国教育技术学专业新增硕士点

10066 天津工程师范学院 040110 教育技术学
10118 山西师范大学 040110 教育技术学
10337 浙江工业大学 040110 教育技术学
11646 宁波大学 040110 教育技术学
10293 南京邮电大学 040110 教育技术学
11117 扬州大学 040110 教育技术学
10220 大庆石油学院 040110 教育技术学
10394 福建师范大学 040110 教育技术学
10403 南昌大学 040110 教育技术学
10447 聊城大学 040110 教育技术学
10697 西北大学 040110 教育技术学
10561 华南理工大学 040110 教育技术学
10590 深圳大学 040110 教育技术学
10602 广西师范大学 040110 教育技术学
10603 广西师范学院 040110 教育技术学
10613 西南交通大学 040110 教育技术学
10619 西南科技大学 040110 教育技术学
10638 西华师范大学 040110 教育技术学
90002 国防科学技术大学 040110 教育技术学

摘要：经历过的事情是一种收获。我是学工科的，我今天演讲的主题，选了李白的《行路难》：“长风破浪会有时，直挂云帆济沧海”，其实前面还有两句：行路难，行路难，多歧路，今安在？... ...　查看全文

写毕业论文时，在http://students.ou.edu/F/Jared.M.Feroli-1/concepts.html
发现了一些与教育技术学有关的一些概念的英文解释，转过来和大家分享.

                                             Concepts

Anchored Instruction

Definition: A type of instruction in which materials to be learned are linked to a meaningful theme. The theme provides a holistic context for learning diverse concepts and subjects.
Application:  This form of instruction makes connections with a certain theme.  If the theme was "Africa," the students could link all subjects and learning around Africa.  

Authentic Activity

Definition: Promotes learning in meaningful and realistic ways. The best ones of these allow students the opportunity to do hands-on activities, and control their learning to a certain degree. Provides practice and experience in ways that are valued by society beyond the classroom walls.
Application: Any type of a hands-on activity that enlightens, encourages, enhances the students with real-life experiences. This could be any number of tasks including balancing checkbooks, or running a small business in the classroom.

Authentic Assessment

Definition: Evaluation that addresses what was learned and the process through which it was learned in a method similar to the practice activities, provides information about the particular tasks at which students succeed or fail, and evaluates tasks that are worthwhile, significant, and meaningful.
Application: This type of assessment is a determination of whether the student learned the skill/concept as meaningful and useful information.  Through technology the student should be able to explore and successfully use computers without assistance.  The student understands the procedures and the outcomes involving basic computer literacy.

Communities of Learners

Definition: Teachers, students, staff members, parents, and others actively and cooperatively work to help one another learn. Communication is open, participation is widespread, teamwork is prevalent, and diversity is incorporated. All participants share a common sense of purpose, care about, trust, and respect each other, and recognize each other's efforts and accomplishments.
Application: An example of the communities of learners are all the students participating in the assigned groups. The groups come together to help one another learn. This is a helpful tool for the real world.

Scaffolds

Definition: Support provided to learners in various forms, including (but not limited to) printed or oral guidance, modeling, and questions. Assistance is gradually reduced as the student achieves mastery.
Application: An example of scaffolding with technology is first showing a student how to make a web page by giving oral and visual instructions. Then you would let the student apply it him or her self. This would allow for the student to be able to decontextualize the situation and then learn.

Transfer

Definition: The application of previously learned skills or knowledge to a new task or situation.
Application: Transfer can be used when a student knows how to put a pic online and download pictures of the internet, but has not ever done these two things together. If the student can transfer then he would be able to apply himself, and put the two projects together.

Cooperative ad Collaborative Learning
A type of learning in which small groups of students complete tasks together, rather than competing against each other.  Each student has a role and together, they work toward a common goal.

Application:  Given an assignment to make a powerpoint presentation, the group of four students will each collaborate on the theme, colors, graphics, etc. Then they will each create their own page to be added to the complete presentation.

Generative Learning
Given well-planned and carefully constructed scenarios, students identify problems to be solved and learn as they work together to solve them.

Application:  Given a scenario describing a problem with graphics not appearing on a student's webpage, the class will identify the specific reason the pictures
are not showing up and correct the problem.

Metacognition
The awareness and monitoring of one’s cognitive processes; understanding one’s own thinking processes; often referred to as “thinking about thinking.”

Application: While creating thier personal webpage, the student will think about the steps he or she needs to take to link other web pages correctly.  They will think about their thinking process to help them understand the task and correctly complete the assignments.


Problem-based Learning
Authentic and experiential learning centered around the collaborative investigation and resolution of complex and realistic problems.

Application: Given an complex problem about the usefulness of an educational software program, the group will collaborately evaluate the software, and experiment with different options seeking the best possible use of the software.

Self-Regulated Learning
The process of actively monitoring and adjusting one’s thinking and learning.  Students who do this generally are intrinsically motivated and actively seek more knowledge, oftentimes using strategic thinking.

Application: After a presentation on how to create layout of a webpage, the student takes the basic knowledge taught in the class and then explores the Internet for more options and layouts.  The student searches for more challenging and engaging layouts for his or her webpage.

Situated Learning and Cognition
Authentic learning in which practice and exploration of a topic occurs within an actual environment native to the topic

Application: While learing about using a Mac computer, the student will be in a lab containing Mac computers and practice working with and using this specific type of technology.

Autonomy
Definition: The ability to make decisions by taking relevant factors into account, independently of rewards and punishments.
Application: Students will be able to create a Power Point Presentation which the can construct the outline, format, and information independent of scaffolding/instruction.

Cognitive Apprenticeship
Learning that provides practice and mentoring regarding certain techniques or methods of thinking and doing.

Application:  After a lesson on graphics editing, a student is guided by the instructor on her practice graphics.  The teacher mentors the student by giving advice and hints at each step of the students actions to master the technique.

Distributed Intelligence
The idea that knowledge exists across a system and that the whole is greater than the sum of its parts.

Application:  When learning how to use spreadsheets, students learn how each column works and what each command does.  However, the complete knowledge of the use of spreadsheets is only mastered when they know all of the key parts and are able to fill out a spreadsheet with all options in mind.  


Media Attributes
Each method of delivery (e.g., print, overhead transparency, multimedia computer) has particular characteristics that are advantageous to specific learning situations.  Teachers should select the medium that best facilitates the task at hand.

Application:  For example, the best way for students to learn what steps a teacher is using to locate specific information on the Internet, the best media attribute would be a projector hooked up to the teachers computer.  Thus, the students would be able to see exactly where the teacher's mouse is, and then be able to navigate thier way to the site.  

Multiple Perspectives
Provides a fuller understanding of a subject by considering many different sources and points of view.  Encourages students to consider and reconcile many sources and positions.

Application:  In a government class discussing the important decision of Roe V. Wade, the teacher could have students use the internet to research different perspectives and arguments that supported/conflicted with each side of the court case.  Using the Internet would help them to go beyond just thier point of view and begin to bring many perspectives together and evaluate all positions.  

Reciprocal Teaching
Often occurs in the form of a dialogue between teachers and students.  The student assumes the role of teacher regarding the material being learned.  This involves summarizing, generating questions, clarifying, and predicting.

Application:  As a senior project, a teacher could have her students look up possible college majors or carreers they would be interested in on the Internet.  Then as an individual presentation, the students could each present the future they were interested in and the teacher would be able to ask questions about the presentations.  The students would actually be teaching the class and teacher about that particular area of life via Internet resources.

Substantive Conversation
Involves sharing and exchanging ideas in which students and teacher develop a shared understanding about a topic.  Builds on and clarifies ideas presented by others in the conversation, which results in significantly improved understanding of the topic discussed.

Application: In an open class discussion, the students and teacher could discuss and learn what a good personal website looks like.  Students would have an opportunity to say thier ideas and opinions and then other students could build on thier ideas.  Each person would end up learning the values shared by all classmates and thus be able to create thier own personal webpage in the fashion agreed upon.

Disequilibrium
State of not being completely comfortable with an event or object.

Application:
Anything that helps to push students beyond their normal boundaries is disequilibrium. By such, students are force to adapt and thus learn from the educational setting.  For example, introducing a new software program to the students.  Until they learn the new software, they will be in disequilibrium.

  Blog的前世今生

  张泉

博客白皮书

    在风云诡谲的互联网上，生存着闪客、极客、黑客、红客……他们呼风唤雨，所向披靡。此际，博客统治的时代已悄然逼近。

    博客，译自英文Weblog (Blog)，又称“网络日志”.由文字、图片、音频、视频等组成。有新闻、日记、照片、诗歌、散文及对其他网站的超级链接和评论等。写网络日志的人(Blogger)，也被称为博客。

    博客诞生伊始是个免费超市，你从中选取需要的资源，分享第一时间出炉的新闻。不需要专业技术、故弄玄虚或顾虑重重，谁都可以创立自己的博客王国，它集合了QQ、BBS和Google的功能，将这些便利店一夜之间打造成24小时超级市场。

    2001年，西方博客们抢报"9-11 "，速度和全面性一举击败了等候在现场一筹莫展的各国记者，博客由此声名鹊起。而博客们对伊拉克战争、美国总统连任、伦敦地铁爆炸等事件的介入，无论及时性还是真实性，每每令美联社、《纽约时报》等国际一流媒体汗颜。

    博客是最普通的人，借助blog一寸一寸还原着他们眼中的世界，借助文字和图片喊出传统媒体失语的那些字句。

西“博”东渐

    中国博客们背叛了这一初衷。在这个抒情传统由来已久的国度，blog承担着原创、倾诉和沟通的功能。继“榕树下”和“天涯”，博客网站成为文学青年新的栖居地。

    中国首富、“盛大”网络董事长兼CEO陈天桥在接受本刊记者采访时称:“互联网正在发生前所未有的变化，尤其是面对全球化浪潮，(除了商家)中国的互联网用户也应该找准自己的定位。”中国博客们究竟要借助blog获得什么、实现什么，是必须正面回答的问题。7月，“博客中国"(Blogchina. com便名为“博客网”(日OK82. COm),创始人方兴东野心勃勃地提出一条新路:“用博客的理念来经营门户网站，我们的目标是超越新浪。”一向作为中国互联网的旗帜性人物，这次他的赌注是“由博客来提供每天的新闻、专题、各频道栏目，从而取代

编辑只手遮天的状况。”

    不过，对学生而言，blog的日常功能更现实，也更重要。

百草园和三味书屋

    有人不愿意交周记却每每在blog上援笔立就，有人在生活中彼此陌生却在blog上相见恨晚。写blog、浏览blog、互换链接，成为网络上新的习惯，一代人乐此不疲。

    文章未必主题宏大，或道貌岸然。文字随性而情绪化，甚至透着原始的拙朴和粗糙。每个人都可能是你的读者，你也可能是每个人的读者，每个人都是作家和评论家。不必每天更新，它不是一项任务，而是一种习惯，一种生活态度。80后作家周嘉宁，博龄两年。她的blog名为“小女超人在磕睡”，在一些恶搞的朋友的blog上，和她的链接是“超女”。她自称:“因为很不会说话，但是生活太有趣，所以写写blog玩。”

    班级博客更成为教师、学生们的“百草园”和“三味书屋”，既可以分享生活的欢欣和苦恼，又能收获知识和补充精神食粮。老师在blog上张贴下面一节课需要的资料和链接，学生直接提问戴讨论。南洋中学、上南中学、复旦二附中都是博客的受益者。blog的教学功能正在被逐渐重视和强化。

文学的五年之痒

    这个互联网上最大的梦工厂，正以不可想像包容力接纳着来自五湖四海的理想和渴望。不必受缚于公共空间烦琐的规矩，不必在论坛等级森严的体制下逃避管理员、斑竹、资深会员和论坛明星的层层围剿。“我的地盘，我做主”同样是中国博客们的精神图腾。将文字集结成千军万马，用图片开道，用音乐摧毁浏览者的神经中枢，族磨所指，天下归心。这都是博客们开疆拓土的利器，而这显然更符合文学的自由精神。

    进入21世纪的五年中，文学世界也经历着渐变，从文本、绘本、立体书，到博客，乃至播客，从平面到立体。每次裂变。文字的地位都日渐式微。现代人对自己文字的表现力越来越不自信，才需要借助过多繁杂而表面化的形式来充当佐料。“快读”“读图”“悦读”这些概读”“读图”“悦读”这些概念污染着纯文学的天空。然而，反过来想，如果图像、音频、视频等形式的加盟，能够唤醒人们对文学渐次模糊的记忆，能够更好地丰富文学的样式，为它拓展一条新路，则未尝不是文学之幸，时代之幸。

 

              北京大学高利明教授应邀来我校讲学

    11月8日，应物理与信息工程学院党委书记、校级重点学科教育技术学学科带头人张豪锋教授的邀请，北京大学教育技术系高利明教授来我校讲学。

11月8日19：30，在我校物理楼学术报告厅，高利明教授为物理与信息工程学院的师生作了一场题为《用信息技术支持有效学习》的报告。高教授从教育技术的“04”定义讲起，从教育机构的职责、改善学习、信息技术对有效学习的支持、对教学设计的讨论、人类学习理论的三个要点、工作场所对有效学习能力的需求、教育技术发展与面临的课题等方面，系统全面地介绍了教育技术学科的特点及研究前景。报告过程中，高教授的语言诙谐生动，不时与台下师生互动，报告深入浅出、结构严谨，可容纳220人的学术报告厅座无虚席。报告结束后，高教授对师生提出的问题一一认真作了回答，在场师生对她的报告给予了高度的评价并向她表达真挚的感谢。

高利明教授1970年毕业于北京大学物理系，曾担任北京大学电教中心主任、北京大学电视台台长，现主要从事教育技术、绩效技术、信息技术与课程整合等方面的研究。高老师先后在美国哥伦比亚大学教育学院计算机运用系、日本名古屋大学高等教育研究所、美国印地安那大学教育技术系、英国开放大学、德国洪堡大学作访问教授及合作研究。社会兼职主要有教育部中美网络语言项目评估专家、教育部——李嘉诚基金会西部中小学现代远程教育工程项目评估专家、教育部师范司＂数字园丁工程＂项目专家，教育部——联合国儿基会“远距离教育项目”资源中心独立评估人等。

AECT94定义原文（doc格式）

下载地址：http://fjch.bokee.com/inc/AECT94%B6%A8%D2%E5%D4%AD%CE%C4.doc

AECT新定义原文（pdf格式）

下载地址：http://fjch.bokee.com/inc/AECT2004%B6%A8%D2%E5%B9%D9%B7%BD%CE%C4%BC%FE.pdf

        中日教育技术学研究与发展论坛将在华南师范大学举行

   由中华人民共和国教育部全国高等院校教育技术学教学指导委员会与日本国日本教育工学学会联合主办的《中日教育技术学研究与发展论坛》将与2005年11月20日到22日在广州华南师范大学举行。论坛学术委员会主席由李克东教授和日本坂元昂教授出任，应邀出席论坛的中日教育技术学专家还有：

    国内：南国农教授、何克抗教授、祝智庭教授、黄荣怀教授以及中央电教馆副馆长王珠珠等；

    日本：西之园晴夫教授、山西瑞一教授、南部昌敏教授、赤崛侃司教授等。

    会议网址：http://www.scnu.edu.cn/2005/temp/cnjpeit/