哪些因素影响教师使用数字教育资源?——透视智能时代我国教育信息化建设与发展
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摘要
数字教育资源的建设与发展一直是我国教育信息化中的关键议题。另外,智能时代的发展为数字教育资源的发展趋向提出了新的要求。由于教师是国家教育信息化政策的践行者,也是整合教育信息化手段和方法的体验者。因此,从教师角度探究我国数字教育资源的使用情况,可以透视我国教育信息化建设现状和发展愿景。文章从数字教育资源本身、学校支持和教师三个维度梳理了影响教师数字教育资源使用的潜在因素。对全国31个省份2942名中小学教师进行了问卷调查,研究发现,数字教育资源的质量以及技术服务支持、校园文化支持和教师自我效能感是影响我国教师数字教育资源使用的因素。另外,不同区域、学段和学科的教师在这些因素上表现出了显著性差异。所以,为了促进智能时代教育信息化建设与发展,需要增强数字教育资源的内涵建设,营造数字教育资源应用的校园文化,提升教师数字教育资源使用的自我效能感。文章能为智能时代扩大我国优质教育资源覆盖面提供策略指导。
The construction and development of digital educational resources has always been the key issue in China's educational informatization. In addition, owing to the development in the intelligent age, new requirements are put forward for the development of digital educational resources. Teachers are both the practitioners of national educational informatization policy and the experiencers who integrate the means and methods of educational informatization. Therefore, to explore the use of digital educational resources from the perspective of teachers can provide the insight of the construction and development of educational informatization construction in China. This paper analyzes the potential factors affecting the use of digital educational resources from three dimensions: digital educational resources, school support and teachers. Based on a questionnaire survey of 2,942 primary and secondary sc hool teachers in 31 provinces, the research finds that the quality of digital educational resources, technical service support,campus culture support and teachers' self-efficacy are the factors affecting the use of digital educational resources in China. In addition, teachers in different regions, grades and subjects show significant differences in those factors. Therefore, in order to promote the construction and development of educational informatization in the intelligent age, it is necessary to strengthen the connotation construction of digital educational resources, create campus culture for the application of digital educational resources, and enhance teachers' self-efficacy as well. This paper can provide strategic guidance for expanding the coverage of high-quality educational resources in the intelligent age.
The construction and development of digital educational resources has always been the key issue in China's educational informatization. In addition, owing to the development in the intelligent age, new requirements are put forward for the development of digital educational resources. Teachers are both the practitioners of national educational informatization policy and the experiencers who integrate the means and methods of educational informatization. Therefore, to explore the use of digital educational resources from the perspective of teachers can provide the insight of the construction and development of educational informatization construction in China. This paper analyzes the potential factors affecting the use of digital educational resources from three dimensions: digital educational resources, school support and teachers. Based on a questionnaire survey of 2,942 primary and secondary sc hool teachers in 31 provinces, the research finds that the quality of digital educational resources, technical service support,campus culture support and teachers' self-efficacy are the factors affecting the use of digital educational resources in China. In addition, teachers in different regions, grades and subjects show significant differences in those factors. Therefore, in order to promote the construction and development of educational informatization in the intelligent age, it is necessary to strengthen the connotation construction of digital educational resources, create campus culture for the application of digital educational resources, and enhance teachers' self-efficacy as well. This paper can provide strategic guidance for expanding the coverage of high-quality educational resources in the intelligent age.
引文
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[13] GULBAHAR Y. Technology planning:a roadmap to successful technology integration in schools[J]. Computers&education, 2007,49(4):943-956.
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[18] AJZEN I. Attitudes, personality, and behavior(mapping social psychology series)[M]. England:Open University Press, 1988.
[19] KREIJNS K, VAN ACKER F, VERMEULEN M, et al. What stimulates teachers to integrate ICT in their pedagogical practices?The use of digital learning materials in education[J]. Computers in human behavior, 2013, 29(1):217-225.
[20] LAU K H, LAM T, KAM B H, et al. The role of textbook learning resources in e-learning:a taxonomic study[J]. Computers&education, 2018, 118:10-24.
[21] VAN BRAAK J, TONDEUR J, VALCKE M. Explaining different types of computer use among primary school teachers[J]. European journal of psychology of education, 2004, 19(4):407-422.
[22] BANDURA A. Self-efficacy:toward a unifying theory of behavioral change[J]. Psychological review, 1977, 84(2):191-215.
[23] GONG M, XU Y, YU Y. An enhanced technology acceptance model for web-based learning[J]. Journal of information systems education, 2004,15(4):365-374.
[24] HSU L. Examining EFL teachers'technological pedagogical content knowledge and the adoption of mobile-assisted language learning:a partial least square approach[J]. Computer assisted language learning, 2016, 29(8):1287-1297.
[25]林崇德,杨治良,黄希庭.心理学大辞典[M].上海:上海教育出版社, 2003.
[26] JOO Y J, PARK S, LIM E. Factors influencing preservice teachers'intention to use technology:TPACK, teacher self-efficacy, and technology acceptance model[J]. Journal of educational technology&society, 2018, 21(3):48-59.
[27] KREIJNS K, VERMEULEN M, BUUREN H, et al. Does successful use of digital learning materials predict teachers'intention to use them again in the future?[J]. International review of research in open and distributed learning, 2017.
[28] SANG G, VALCKE M, VAN BRAAK J, et al. Predicting ICT integration into classroom teaching in Chinese primary schools:exploring the complex interplay of teacher‐related variables[J]. Journal of computer assisted learning, 2011, 27(2):160-172.
[29] LEACOCK T L, NESBIT J C. A framework for evaluating the quality of multimedia learning resources[J]. Journal of educational technology&society, 2007, 10(2):44-59.
[30] HSU S, KUAN P Y. The impact of multilevel factors on technology integration:the case of Taiwanese grade 1-9 teachers and schools[J]. Educational technology research and development, 2013, 61(1):25-50.
[31] LABIN S N. Developing common measures in evaluation capacity building:an iterative science and practice process[J]. American journal of evaluation, 2014, 35(1):107-115.
[32] KREIJNS K, VAN ACKER F, VERMEULEN M, et al. What stimulates teachers to integrate ICT in their pedagogical practices?The use of digital learning materials in education[J]. Computers in human behavior, 2013, 29(1):217-225.
[33] AJZEN I. Constructing a theory of planned behavior questionnaire[EB/OL].[2018-12-25]. http://people.umass.edu/aizen/pdf/tpb.measurement.pdf.
[34] KOPCHA T J. Teachers'perceptions of the barriers to technology integration and practices with technology under situated professional development[J]. Computers&education, 2012, 59(4):1109-1121.
[35] INAN F A, LOWTHER D L. Factors affecting technology integration in K-12 classrooms:a path model[J]. Educational technology research and development, 2010, 58(2):137-154.
[36]陈明选,蔡慧英.数字教育资源及服务向何处去[N].中国教育报,2018-11-03(003).
[37] NESBIT J C, LI J, LEACOCK T L. Web-based tools for collaborative evaluation of learning resources[J]. Journal on systemics,cybernetics and informatics, 2006, 3(5):102-112.
[38]陈伟玲,翁宁娟.对中小学数字教育资源应用现状与需求的调查分析[J].中国电化教育,2014(3):76-80.
[39]任友群,郑旭东,冯仰存,等.新时代教育信息化的供给侧改革——市县级需求与问题的分析视角[J].电化教育研究, 2018,39(1):12-19.
[40]史洁,冀伦文,朱先奇.校园文化的内涵及其结构[J].中国高教研究,2005(5):84-85.
[41]王继新,吴秀圆,翟亚娟.共同体视域下的区域基础教育均衡发展模式研究[J].电化教育研究, 2018, 39(3):12-17.
[42]高申春.自我效能理论评述[J].心理发展与教育, 2000(1):60-63.
[2]陆一,代龙妹.上海市中学数字教育资源应用现状与问题的实证研究:以生命科学学科为例[J].电化教育研究,2016,37(7):58-65.
[3]柯清超,王朋利,张洁琪.数字教育资源的供给模式、分类框架及发展对策[J].电化教育研究, 2018, 39(3):68-74.
[4] TONDEUR J, VAN BRAAK J, VALCKE M. Curricula and the use of ICT in education:two worlds apart?[J]. British journal of educational technology, 2007, 38(6):962-976.
[5] ERTMER P A. Addressing first-and second-order barriers to change:strategies for technology integration[J]. Educational technology research and development, 1999, 47(4):47-61.
[6] PAWLOWSKI J M. The quality adaptation model:adaptation and adoption of the quality standard ISO/IEC 19796-1 for learning,education, and training[J]. Journal of educational technology&society, 2007, 10(2):3-16.
[7] MERLOT. Evaluation criteria for peer reviews of MERLOT learning resources.[2006-06-26]. http://taste.merlot.org/catalog/peer_review/eval_criteria.htm.
[8] LEACOCK T L, NESBIT J C. A framework for evaluating the quality of multimedia learning resources[J]. Journal of educational technology&society, 2007, 10(2):44-59.
[9] HADJERROUIT S. A conceptual framework for using and evaluating web-based learning resources in school education[J]. Journal of information technology education:research, 2010(9):53-79.
[10] CLEMENTS K I, PAWLOWSKI J M. User oriented quality for OER:understanding teachers'views on re-use, quality, and trust[J].Journal of computer assisted learning, 2012, 28(1):4-14.
[11]柯清超,赵培培,吕晓红.数字教育资源服务的内涵及其发展[J].中国教育信息化,2018(7):51-55.
[12] LEWIS S. Enhancing teaching and learning of science through use of ICT:methods and materials[J]. School science review, 2003,84(309):41-51.
[13] GULBAHAR Y. Technology planning:a roadmap to successful technology integration in schools[J]. Computers&education, 2007,49(4):943-956.
[14] WENG C H, TANG Y. The relationship between technology leadership strategies and effectiveness of school administration:an empirical study[J]. Computers&education, 2014(76):91-107.
[15] VANDERLINDE R, VAN BRAAK J, DEXTER S. ICT policy planning in a context of curriculum reform:disentanglement of ICT policy domains and artifacts[J]. Computers&education, 2012, 58(4):1339-1350.
[16] MASLOWSKI R. School culture and school performance[D]. The Netherlands:University of Twente, 2001.
[17] PHELPS R, GRAHAM A. Developing technology together, together:a whole-school metacognitive approach to ICT teacher professional development[J]. Journal of computing in teacher education, 2008, 24(4):125-134.
[18] AJZEN I. Attitudes, personality, and behavior(mapping social psychology series)[M]. England:Open University Press, 1988.
[19] KREIJNS K, VAN ACKER F, VERMEULEN M, et al. What stimulates teachers to integrate ICT in their pedagogical practices?The use of digital learning materials in education[J]. Computers in human behavior, 2013, 29(1):217-225.
[20] LAU K H, LAM T, KAM B H, et al. The role of textbook learning resources in e-learning:a taxonomic study[J]. Computers&education, 2018, 118:10-24.
[21] VAN BRAAK J, TONDEUR J, VALCKE M. Explaining different types of computer use among primary school teachers[J]. European journal of psychology of education, 2004, 19(4):407-422.
[22] BANDURA A. Self-efficacy:toward a unifying theory of behavioral change[J]. Psychological review, 1977, 84(2):191-215.
[23] GONG M, XU Y, YU Y. An enhanced technology acceptance model for web-based learning[J]. Journal of information systems education, 2004,15(4):365-374.
[24] HSU L. Examining EFL teachers'technological pedagogical content knowledge and the adoption of mobile-assisted language learning:a partial least square approach[J]. Computer assisted language learning, 2016, 29(8):1287-1297.
[25]林崇德,杨治良,黄希庭.心理学大辞典[M].上海:上海教育出版社, 2003.
[26] JOO Y J, PARK S, LIM E. Factors influencing preservice teachers'intention to use technology:TPACK, teacher self-efficacy, and technology acceptance model[J]. Journal of educational technology&society, 2018, 21(3):48-59.
[27] KREIJNS K, VERMEULEN M, BUUREN H, et al. Does successful use of digital learning materials predict teachers'intention to use them again in the future?[J]. International review of research in open and distributed learning, 2017.
[28] SANG G, VALCKE M, VAN BRAAK J, et al. Predicting ICT integration into classroom teaching in Chinese primary schools:exploring the complex interplay of teacher‐related variables[J]. Journal of computer assisted learning, 2011, 27(2):160-172.
[29] LEACOCK T L, NESBIT J C. A framework for evaluating the quality of multimedia learning resources[J]. Journal of educational technology&society, 2007, 10(2):44-59.
[30] HSU S, KUAN P Y. The impact of multilevel factors on technology integration:the case of Taiwanese grade 1-9 teachers and schools[J]. Educational technology research and development, 2013, 61(1):25-50.
[31] LABIN S N. Developing common measures in evaluation capacity building:an iterative science and practice process[J]. American journal of evaluation, 2014, 35(1):107-115.
[32] KREIJNS K, VAN ACKER F, VERMEULEN M, et al. What stimulates teachers to integrate ICT in their pedagogical practices?The use of digital learning materials in education[J]. Computers in human behavior, 2013, 29(1):217-225.
[33] AJZEN I. Constructing a theory of planned behavior questionnaire[EB/OL].[2018-12-25]. http://people.umass.edu/aizen/pdf/tpb.measurement.pdf.
[34] KOPCHA T J. Teachers'perceptions of the barriers to technology integration and practices with technology under situated professional development[J]. Computers&education, 2012, 59(4):1109-1121.
[35] INAN F A, LOWTHER D L. Factors affecting technology integration in K-12 classrooms:a path model[J]. Educational technology research and development, 2010, 58(2):137-154.
[36]陈明选,蔡慧英.数字教育资源及服务向何处去[N].中国教育报,2018-11-03(003).
[37] NESBIT J C, LI J, LEACOCK T L. Web-based tools for collaborative evaluation of learning resources[J]. Journal on systemics,cybernetics and informatics, 2006, 3(5):102-112.
[38]陈伟玲,翁宁娟.对中小学数字教育资源应用现状与需求的调查分析[J].中国电化教育,2014(3):76-80.
[39]任友群,郑旭东,冯仰存,等.新时代教育信息化的供给侧改革——市县级需求与问题的分析视角[J].电化教育研究, 2018,39(1):12-19.
[40]史洁,冀伦文,朱先奇.校园文化的内涵及其结构[J].中国高教研究,2005(5):84-85.
[41]王继新,吴秀圆,翟亚娟.共同体视域下的区域基础教育均衡发展模式研究[J].电化教育研究, 2018, 39(3):12-17.
[42]高申春.自我效能理论评述[J].心理发展与教育, 2000(1):60-63.