美国iPad 项目及其对中国电子书包的启示

iPad Programs in the United States and Its Implications for e-Schoolbag Projects in China

美国iPad 项目与中国电子书包新一轮发展有着几乎一致的需求和目标，但同样经过三年多的发展，美国iPad 项目更显成效。iPad 项目在发展初期以高校试点为主，属于一种零星、松散的单个组织行为，但2011 年秋季进入中小学校领域后则逐渐呈现出一种以地区为单位整体分阶段推进的特征。截至2013 年2 月，超过450 万台iPad 在美国教育领域应用。本文在对大量相关报道和官方发布资料进行整理和分析的基础上，讨论了美国iPad 项目的方案、成效、面临的争议和问题，并从经费、进度、培训和管理四个方面探讨了对中国电子书包的启示。本文认为中国电子书包应确立自己的发展里程碑，聚集各方力量探讨共力机制。

IPad programs in the United States and the new round of e-Schoolbag projects in China have almost iden-tical needs and aims. However， after three years of development in both nations， the programs in the United Stateshave more obvious accomplishments. In the United States， the early period of development saw iPad programs adoptedby individual universities and colleges in a sporadic and uncoordinated manner. More recently， iPad programs havebeen implemented by entire school districts in a series of planned phases. Up to February of 2013， more than four anda half million iPads have been sold to schools in the United States. This paper is based on the collection and analysisof a large number of relevant reports and official data. It discusses the various iPad programs in the U. S. ， their effec-tiveness， their problems， the controversies they have aroused， and finally the implications they have for e-Schoolbagprojects in China from the four aspects: funding， curriculum planning， teacher training， and management. We arguethat the time has now come for e-Schoolbag projects in China to set their own development milestones and for all inter-ested parties—schools， teachers， publishers and manufacturers—to establish a mechanism for cooperation.