ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1995.tb00108.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper outlines the consensual approach to the formulation of curriculum policy in general, and in relation to information technology (IT) in particular, in Scotland. It outlines the approaches to IT that have emerged as a result. These are founded on the premises that all children should develop knowledge and understanding about IT and skills in using IT; that IT should influence both content and delivery of the curriculum; and that IT (computing studies in Scotland) should be an elective for secondary school pupils. Against this background, the paper describes the evolution of policy and practice relating to IT in teacher education. It appraises the strategies which institutes are using for developing the professional skills necessary to deliver IT in the Scottish curriculum. It notes significant progress but highlights the need to develop strategies which integrate IT more deeply with other professional studies so that student teachers develop deeper, more reflective approaches to IT.

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1995.tb00109.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThere is no national information technology (IT) training policy in Canada as education is a provincial responsibility. IT training models vary considerably from province to province, but the Ontario Additional Qualification model for in‐service teacher training is perhaps one of the most extraordinary models found anywhere. This paper describes the Ontario model with particular reference to the component of it that deals with IT. The paper concludes with a discussion of the success of the model and future directions that in‐service training is likely to take in Onta

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1995.tb00110.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractResponsibility for education at all school levels in Australia is the constitutional prerogative of the states and territories while almost all the funds are produced via Commonwealth taxation. On the other hand, university education, including those faculties responsible for teacher education, come directly under Commonwealth control. These arrangements have been questioned often, particularly in terms of assuring the Commonwealth that ‘they are getting value fortheirmoney’. In recent years, there has been a number of moves towards a morenationalapproach to education and many of these have incorporated statements concerning the role of technology in education. This paper sets the context of these developments as they have impinged on teacher education and provides specific examples from two instituti

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1995.tb00111.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper charts the developments in information technology (IT) policies in education in Japan over the past decade with particular emphasis on the impacts on teacher education. Beginning with the work of the National Council on Educational Reform in 1985, the Japanese education system initiated a thorough analysis of the role of information technology in all aspects of education from kindergarten through to high school, vocational education and pre‐ and in‐service teacher education. The various approaches culminated in guidelines and statutory requirements relating to both schools' curricula and teacher training, published in the period 1990–1992. More recently other ministries have contributed to developments including the Ministry for International Trade and Industry which has categorized the different types ofinformation engineersand among these is the new Educational Engineer. The paper reports the processes leading to these develop

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1995.tb00112.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractIn 1988 the eleven West‐GermanKultusminister, with responsibility for the school systems in their respectiveBundeslaender, reached agreement with the Federal Ministry of Education and Science on the broad concept of ‘Information and Communications Technology’, ITG. After four years of discussion it was agreed that ITG should be introduced into the secondary level of the general schools. In spite of strong disagreements about the ways and speed of implementation, and after several years of experiments, important parts of the concept have become a reality in practically all of the old Bundeslaender. While acknowledging the complexity of the German educational system the paper attempts to outline the development of the concept of Information and Communications Technology and its consequences in teacher education. The development in the eastern part of Germany, the former GDR, has been completely different to that in the western part and this is also commented upon in the

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1995.tb00113.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractAs with many European countries Denmark is experiencing change in teacher education and most notably in the wake of an act of government in 1992 which was designed to set out common aims for teacher education. Prior to that the content and structure of teacher education had been highly specified including, for example, the requirement that student teachers should take a course of 42 hours IT‐related lessons. This paper provides a brief history of the background to the changes in teacher education and focuses on the implications that the more flexible aims for teacher education have for the future integration of IT in teacher educatio

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1995.tb00114.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractTo understand what is going on in France at the moment in the domain of computers and related communication technologies in teacher training, there are two major developments that have to be kept in mind. Firstly, the ways of becoming a teacher in France underwent major changes in 1991. It is therefore too early to come to general conclusions about the effects of this reform in the field of new information technologies. Secondly, French IT in schools policy has shifted from a large‐scale centralized equipment operation, which provided microcomputers in each school from 1985 to 1987, to a more regional management of equipment funding, with less national piloting in the field. This paper describes what happened during the previous period and what is taking place now. With matters still evolving the paper represents a snapshot rather than an exhaustive survey; such a survey remains to be don

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1995.tb00115.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1995.tb00116.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY