Trends of ICT Integration in China--论文代写范文

此外,还有更多的信息通信技术的使用来激发他们的兴趣,发展认知和元认知技能,唤起他们的情感,想象力和创造力。在未来五到十年，教师探索更多的教学使用,加深他们对ict素质教育的理解。下面的essay代写范文进一步论述。

Abstract
  In order to understand the trends of ICT integration in literacy education in China, we grouped the articles we had reviewed into two periods: 2000-2005 and 2006-2010, and we performed a general analysis on those articles. Comparing the period of 2000-2005 with that of 2006-2010, we observed that there was an increasing number of articles in ICTs in Chinese literacy in the last period (see Figure 1).

  In general, we found that there were more articles discussing reading and writing than character recognition and literature (see Figure 2). Part of the reasons could be that the articles on teaching literature were sometimes classified as articles on reading and writing. Regarding teaching literature, more articles focused on teaching ancient poems. It could be due to the fact that ancient poems are difficult to decode and understand because of the use of the ancient Chinese, which was more succinct, comprehensive, and profound than modern Chinese.

  In addition, there are more articles on the use of ICTs to motivate students, stimulate their interest, develop cognitive and metacognitive skills, and evoke their emotions, imagination and creativity than articles on how to teach difficult concepts and language points (see Figure 3). We hypothesized that the articles on the latter categories will increase in the next five or ten years as teachers explore more on pedagogical uses and deepen their understanding of the roles of ICTs in literacy education. Furthermore, we have also noticed that there have been increasing number of articles discussed the changed role of teachers over the past ten years.

 Discussion and Implications 
  According to the Department of Education’s Educational Reform Guideline for Basic Educational Curriculum, educators should fully take advantage of the ICTs and promote technology integration in curriculum. Our literature review and analysis showed numerous opportunities and possibilities in addressing teaching issues, improving quality of education, and promoting curriculum reform. Just as Yuan and Hao (2010) summarized, ICT can motivate students’ interest in learning Chinese; it is means of aligning teachers’ goals with students’ goals; it helps to make breakthroughs in teaching difficult concepts and content; and it enhances or extends social interactions among students, between students and teachers, and between computers and students. 

  The application of ICTs in Chinese literacy education does not merely mean using technology to support learning and instruction, but more importantly it reflects new notions about learning and instruction. We argue that ICTs promote Chinese teachers to reconsider their role in education. Many articles indicate that teachers’ role should be changed from lecturing to supporting, from teacher-centered instruction to student-centered teaching, from the paradigm “The teacher asked me to learn” to the paradigm “I want to learn” (Lin & Ou, 2007; Zhang, 2003). Wen (2006) contended that students should take the ownership of their own learning and actively construct and build knowledge while teachers should be mentors, guides, and facilitators. According to our observation and analysis, the role of ICTs has far exceeded the one defined by tools to support learning and instruction; rather it has caused the transformation in teachers’ belief about learning and instruction and motivated them to break away from the traditional teaching approach and seek innovative teaching approach to guide learners in self directed and self-regulated learning.

  While there is no lack of articles on a variety of topics on the application of ICTs in literacy education in China, our literature review also revealed some gaps in the research on the integration of ICTs in education, particularly in literacy education. The majority of articles are 1- 6 pages of experience sharing or issue discussions, and very few articles are data-driven, empirical studies. Although it was exciting to see the rapid development of ICT integration in China’s education covered tons of articles, yet most of them were just piecemeal descriptions on the uses of a particular tool in literacy education, the designing a specific lesson or a learning environment using ICT, integrating ICTs with some specific instructional strategies, or discussing a particular learning management system. 

  There was a lack of research on systemic change and diffusion and educational reforms at a large scale in China’s education. To bring about systemic changes in China, educational researchers, learning scientists, educational psychologists, and teachers must work together to promote empirical research grounded on learning theories and instructional design theories. Besides, it is critical that educational researchers receive training in research methodologies so that they will be to design and conduct empirical research, including qualitative and quantitative research methods.

 Conclusion
  This paper also provides teachers with a wealth of web resources they can use for their lesson plans and instructional delivery, as well as platforms for discussion regarding how to teach literacy. In the end, we reported the trends and issues regarding ICT integration in Chinese literacy education by examining articles over the past 10 years. We found that the number of articles had increased from 2000-2005 to 2006-2010, and there were more articles on using ICTs to facilitate metacognition and to address some pedagogical issues. Our analysis showed that ICTs have not only offered means for educators to try out innovative instructional approaches, but most importantly have brought about a paradigm shift in learning and instruction, particularly in changing teachers’ epistemological beliefs about learning and instruction. In conclusion, issues were discussed regarding ICT development in China, and suggestions are made to enhance ICTs integration and promote empirical research in Chinese literacy education.（essay代写)

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