Review of ICT Integration in Literacy Education in China--论文代写范文

早期的教育阶段，将技术集成到各种学科领域的概念是不存在的。自1990年代后期,中国快速的经济增长和信息通信技术的发展，中国政府认识到信息技术的未来发展的重要性,开始促进在教育的信息通信技术。下面的essay代写范文进行论述。

Introduction
  Compared with decades of technology use to support teaching and learning in schools in the U.S. and western European countries, China had a slow start in its effort to integrate technologies into education due to its slow economic development and lack of resources in most of the 20th century. Technology integration in education is a rather recent phenomenon (Liu & Zhang, 2006). Before the 1990’s, technologies were rarely used, and they could only be observed in highly selective university settings. Common technologies for language and literacy teaching and learning, if schools could afford them, included TV programs, cassette tapes, radios, overhead projectors. Computers were luxurious items beyond the reach of most schools. 

  In a very limited number of well-resourced city schools where computers were available, they were reserved for technology classes in labs where students were taught basic computer literacy skills as an isolated subject. The concept of integrating technologies into various subject areas was nonexistent. Since the late 1990’s, China has witnessed a rapid economic growth and the growth of ICTs. The Chinese government recognized the importance of information technologies to the future development of the country and started to form an active agenda to promote ICTs in education. Information technology education became one of the major national educational priorities. 

  In 2000, the Ministry of Education (2000) issued a policy document entitled “Information Technology Curriculum Guide in Primary and Secondary Schools”. This ground breaking document stipulates that primary and secondary schools should offer information technology courses to students. Major goals of the information technology curriculum include: a) to cultivate students’ interest in and awareness of information technologies; b) to acquire basic ICT knowledge and skills; c) to develop an understanding of the impact of ICTs on human lives and conditions; d) to develop competence in locating, communicating, processing, and utilizing information; e) to use technologies in responsible and ethical manners; f) to use technologies to support life-long learning and collaborative learning. The guide also calls for the integration of ICTs into the teaching of other school subjects. Most recently, the Chinese government published a strategic document entitled “The Outline for National Mid- and Long-term Education Reform and Development Plan” (MOE, 2010). This critical document sets the direction for education for the upcoming decade (2010-2020), and ICT in education is one of the key elements of the document.

  The Chinese government put into motion an extensive curriculum reform in 2001. New curriculum standards were set for various subject areas, and content related to ICTs was added to the curriculum guides for each subject area. In particular, the new curriculum standards for the Chinese reading and language arts have first time included items specifically addressing ICTs in Chinese teaching and learning (Ministry of Education, 2001a; 2001b). The curriculum guide for 1st - 9th grade (compulsory education) specifically highlight the importance of equipping future citizens with abilities to use modern technologies to collect and process information (MOE, 2001a). 

  Detailed objectives include using the computer programs for word recognition and typing Chinese characters (3rd – 4th), collecting information and using libraries and the Internet and other information channels for inquiry-based learning (5th – 6th, 7th – 9th). High school language arts curriculum guide also include objectives that require students to develop competence in locating and processing information through various media channels, using computers for word processing, editing, interface design, developing personal websites, and making presentations. Both curriculum guides also make recommendations on teachers utilizing rich curriculum resources available on the Internet and incorporating ICTs in Chinese teaching.

  Much progress has also been made at the school and classroom level where Chinese reading and language arts teachers actively integrate ICT to support teaching and learning. The following sections in the chapter offer a comprehensive review of the current state of ICT integration in literacy education, including the types of ICT, various ICT applications and resources, as well as ICT supported pedagogy in literacy education in China.

 The Current State of ICT Integration in Literacy Education in China 
  Following a brief review of the historical perspective of ICT application in China, we now focus on the sociocultural perspective of ICT integration in the context of literacy education in China. We searched, reviewed, analyzed, categorized and synthesized various periodical articles (journals and magazines) and website resources on the uses of ICTs over the past ten years. Our goals were to (a) acquire better understanding of the strategies, resources, tools currently used for literacy education in China, (b) inform Chinese educators of available ICT tools and resources that can be used to improve Chinese learning and instruction, and (c) suggest to Chinese educators the most effective strategies for the use of ICTs in teaching literacy. At the same time, we are interested in identifying gaps in the existing literature aiming at improving research and practice in the area of ICT integration in literacy education in China.

 Types, Functions, Uses of ICTs 
  According to the articles we have reviewed, a variety of ICTs have been widely used in various instructional contexts in teaching reading, writing, and literature. Generally, these tools can be categorized into (a) standalone multimedia programs or courseware, (b) character encoding and input systems, (c) communication and collaboration tools, (d) mobile technology, and (e) corpora, and (f) instruction delivery devices (e.g., LCD projectors and whiteboards). Below we will focus on the discussion of the first five types of technologies. 

  Multimedia programs /courseware. Standalone courseware refers to multimedia programs integrated with texts, graphics, audio, and animations, created with the popular presentation tool -- Microsoft PowerPoint, or interactive web development software, such as Adobe Flash. The multimedia-based courseware is often used to stimulate students’ interest in learning language, enhance reading comprehension, and support interpretation of literature. Some of the exemplary uses of multimedia programs include displaying the procedures of writing Chinese characters, illustrating literature concepts, creating a simulated environment by representing real-world situations or problems, evoking students’ emotional responses by developing the environment or culture depicted by stories, prose, or poems. (Li, 2009; Xu, 2010; Zhong, 2008) 

  Chinese character encoding and inputting systems. The character encoding and input systems are essential communication tools in this digital age because they are required for information retrieval, word processing, and composing emails. Therefore, it follows that computer literacy skills of inputting relevant information in a specific written language form become basic literacy skills (Liu & Zhang, 2006).（essay代写)

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