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1、 ACER Press First published 2007 by ACER Press Australian Council for Educational Research Ltd 19 Prospect Hill Road, Camberwell, Victoria, 3124 Copyright Margaret Robertson, Ivan Webb and Andrew Fluck 2007 All rights reserved. Except under the conditions described in the Copyright Act 1968 of Austr
2、alia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publishers. Edited by Ronl Redman Cover and text
3、 design by mightyworld Typeset by Kerry Cooke, eggplant communications Printed by Hyde Park Press Cover photograph by Jack Hollingsworth/Photodisc Green/Getty Images National Library of Australia Cataloguing-in-Publication data: Robertson, Margaret, 1948- . Seven steps to ICT integration. For tertia
4、ry students. ISBN 9780864315175. 1. Information technology - Study and teaching. I. Webb, Ivan, 1945-. II. Fluck, Andrew, 1955-. III. Title. 371.334 Visit our website: .au About thE AuthoRs x PREfACE xi ACknowlEdgmEnts xiii IntRoduCtIon xiv Structure of the book xv Part A Theoretical overview xv Par
5、t B The Seven Steps xvi Part C Case studies from research findings xviii PARt A thEoREtICAl ovERvIEw 1 ChAPtER 1 gEttIng to know thE ICt lAndsCAPE 3 Whole-school approaches 3 Daily life in the knowledge society 5 Innovation and language 6 Threatening zoneslearning is personalised 7 Life-changing tim
6、esthe intergenerational turn 8 Energising spacesexercising judgement 8 Summary 10 Questions to consider 10 ChAPtER 2 CAPACIty buIldIng wIth ICts 11 How to construct the architecture for educational success 11 Scene 1: Learning, reflection and action in the classroom 12 Scene 2: The global context 15
7、 Scene 3: The policy imperatives 17 Scene 4: Professional learningan event, a show bag or life-changing 18 CONTENTS Finding solutions that work 20 Summary 21 Questions for discussion 22 ChAPtER 3 PolICIEs And CuRRICulum fRAmEwoRks 23 Many frameworks 23 Infrastructure developments 24 Social developme
8、nts 25 The teachers view 25 Links between home and school 27 Policy into practice 28 ICT policy in the United States 28 ICT policy in the United Kingdom 30 ICT policy in Australia 30 Conclusion 32 Summary 33 Questions for reflection 33 ChAPtER 4 PolICy to PRACtICEhow to do It 34 Preparation for chan
9、ge 35 Recognition and reflection 35 Assessment of opportunities 37 Action and governance 42 Sustainable communities 44 Sifting the players up and down 45 Activity Theory 46 Summary 46 Questions for discussion 47 PARt b thE sEvEn stEPs 49 ChAPtER 5 stEP 1: stARtIng out wIth thEoREtICAl undERPInnIngs
10、51 What helps in Step 1? 54 Purposes and rationales 54 Teaching with ICTthe pedagogical connections 56 Teaching processes 57 Learning 60 Communities of practice 61 Collaboration and change 63 contents Conclusionrecognising the landscape 65 Summary 66 Suggestions for further investigation 66 Further
11、information 66 ChAPtER 6 stEP 2: AgREEIng outComEs 67 Getting startedscoping the context 67 Governance 69 Alignment 71 Summary issues 73 Changing organisations to transform practicesreflective comment 74 Summary 77 Suggestions for further investigation 77 Further information 77 ChAPtER 7 stEP 3: IdE
12、ntIfyIng ConstRAInts 78 Information technologycost and value 79 Thing to consider in the classroom 81 Motivation 81 ICT knowledge and skills 82 Groups and the quality of learning 82 Home and ICT 83 Limitations 84 Reliability 84 Substance, form and technology 88 Substance, form and ICT 88 Organisatio
13、n for substance and form 90 Teacher confidence 90 Cognitive (abstract) requirements 90 Maturation of concepts (Vygotsky 1986) 91 Socialcultural requirements 91 Time and place considerations 91 Comfortable and confidentpositives and negatives 91 Conclusion 92 Summary 92 Suggestions for further invest
14、igation 93 Further information 93 contents ChAPtER 8 stEP 4: ACtIon lEARnIng 94 Working knowledge 95 Action learning 97 Knowing and action 97 Action learning redefined 98 Action learning and ICTs 102 Emerging learning concepts 107 Learning and curriculum 109 Learning structures and ICTs in the class
15、room 110 Conclusion 111 Summary 111 Questions to consider 112 Further information 112 ChAPtER 9 stEP 5: PRofEssIonAl lEARnIng foR EmbEddIng ICt 113 Key issues in Step 5 115 ICT integration into the curriculum 115 Principles of professional learning 117 Action learning cycle 118 Tentative theory 120
16、Case study: A systems approach to ICT in school education 121 Conclusion 127 Summary 127 Suggestions for further investigation 127 Further information 128 ChAPtER 10 stEP 6: shARIng outComEs And PRACtICEs 129 School-based case studies of ICT-related professional learning 130 Findings 133 Towards a process model for professional learning 133 Other benefits of collaborative professional learning 135 RazzamaTas: the public celebration 137 School A 137 Scho
