Details

Autor(en) / Beteiligte

• Organisation for Economic Co-operation and Development

Titel

Learning to Change: ICT in Schools [electronic resource]

Link zum Volltext

• OECD iLibrary

Beschreibungen/Notizen

• Description based upon print version of record.
• CONTENTS; Chapter 1. Policy Priorities for ICT in Schools; Why schools have to adopt ICT; The issues to be addressed in this report; Directions for policy; Chapter 2. The Curriculum and the Learner; Policy approaches towards ICT in the curriculum; ICT brings new depths to learning; Student-centred learning; Student assessment; ICT driving and facilitating change; Digital literacy - An educational policy imperative; Chapter 3. Educational Software and Digital Content; Variety of software and educational usage; Dimensions of quality; Software and digital content getting into schools
• Systems for quality evaluationICT and teacher professionalism; Chapter 4. Schools and the Internet - Meeting the Challenge; Internet use in schools; Internet access and connectivity; Evaluation of educational resources on the Web; Navigation, security, misuse; Chapter 5. The Practice and Professional Development of Teachers; Teacher roles and professionalism; Teacher professional development; Teachers and ICT through the eyes of the students; Chapter 6. Schools Organised for ICT and the Homes they Serve; School organisation and leadership - A changing culture
• The technical and pedagogical support infrastructureICT and relationships between the school and the home; Chapter 7. Looking to the Future; Bibliography
• Enormous investments are being made in computers and Internet connectivity for schools. The aim is to provide high-quality learning and teaching and equip young people for the knowledge society. But how are the benefits of this educational investment to be realised? It calls for much more than installing the hardware, and is not simply a matter of using ICT to do traditional things in different ways. Schools have to learn to change and to change to new ways of learning. There is an urgent need for quality software and digital materials for use in schools. Teachers - and students - must become discerning and knowledgeable ICT users. The school environment has to be fully supportive of ICT, making available expert assistance and advice to the teacher in this rapidly-changing field. New forms of curriculum and assessment are called for, new ways of organising schools, if the dramatic educational potential of ICT is to be delivered and realised. Such a demanding "learning to change" agenda is the subject of this international report. It is illuminated by the views of individual students, who used ICT enthusiastically in their own learning, and shared their experiences in an OECD international network. The report looks at the vast educational possibilities arising from the Internet, bringing together the school, the home and the wider community. It examines how ICT, which is the subject of teacher professional development, can largely be the means for its delivery. There are numerous examples of promising practice and principles for the future.
• English