Information and communication technologies (ICT) have affected our lives for over half a century. Yet, the school’s curriculum especially in mainland China is still perceived as traditional in its structure and implementation. Attempts to assimilate ICT into schools’ curricula are frequently supported by policymakers. However, significant change in content, teaching and learning processes and assessment methods can actually be detected mainly in focal innovative initiatives within schools. Data SITES-M2 analyzes case studies of innovative IT-supported pedagogical practices from several schools in HongKong. The analysis refers to conditions required for fostering ICT implementation in the curriculum, with regards to new demands for teaching and learning. This suggests analysis of ICT-related curricular issues in separate subject areas, as well as in integrated subject domains. Further, our group discuss desired changes in existing curricula, which may lead to innovative ICT implementation within schools.
A school curriculum is intended to provide students with the knowledge and skills required to lead successful lives. To keep the pace with the social improvement, I think the taught curriculum needs to be reconsidered and redesigned. After search for some information, I found that the use of the word "innovation" in discussions about the school curriculum and classroom teaching practice has become widespread. What is a curriculum for at this time? It is comprises a challenging selection of subjects that help our students understand the world. It highlights skills necessary for learning throughout life, as well as for work, and for our development and well-being.
Besides the examples in SITES-M2, we also found there are already some shifts underway in current educational thinking and policymaking which will contribute to innovations in the curriculum and teaching practice. Here is an example about the introduction of the new National Curriculum for secondary schools, it has brought school leaders and classroom teachers more opportunities to design a curriculum that is televant and appropriate to the needs of the students in their care.In addition, the Innovational Curriculum has indicated a heightened need for cross-curricular connections in order for students to make links across subjects and apply knowledge and skills learnt from one area in another. It has also put more emphasis on finding constructive ways of accommodating all of the subject areas in the limited time available. In other words, the Innovational Curriculum today is seeking innovative solutions to persisting curricularand classroom challenges.
Here is the web site that I found some examples and policy.http://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Pedagogical-leadership/Leading-Curriculum-Innovation
By:Makino
It seems that a large number of schools in mainland China are trapped in a misunderstanding of introduction of IT in education. The following scenario is common: technology is often implanted into schools with little thought given to the consequences. The computers arrive, installation is completed, he ribbon is cut and the door is closed.
ReplyDeleteI think the introduction of technology into school is not only means computer purchase, the more important is how we can make full use of them to enhance teaching and learning.
More important, not only for schools in mainland China, but also for all the educational institutions and educators around the world that we should realize there is a big difference between giving student IT skills and using IT to enhance learning. Students’ perceptions of IT are increasingly formed by their use of it outside the classroom - as a result class use may seem a little old or simplistic to them. Therefore, the application of ICT outside the classroom, even in daily life is one of the most important goals schools should pursuit of. And at the same time, it is also a key criteria to balance whether the ICT implementation in a school is successful or failed.