国际教育信息化发展报告:内容与结论

Research on International ICTs in Education Development: Content and Conclusions

为借鉴世界各国教育信息化成功经验，推动我国教育信息化发展，教育部启动信息技术专项科研基金项目“国际教育信息化发展研究冶，项目成果以《国际教育信息化发展报告(2013-2014)》展现给读者。该报告遴选了对我国教育信息化发展有重大启示和借鉴意义的20多个国家和地区，以概述的形式、专题的方式分析了世界不同地区教育信息化的发展特征。该报告涵盖地区广泛，包括欧洲、亚太、北美、南美及非洲(撒哈拉以南地区);涉及内容多样，既包含政府的实施举措，如制定政策、开展行动计划、实施研究等，也涵盖其他参与主体———国际组织、IT企业、学术组织等的贡献。通过对世界不同地区教育信息化发展的分析，该报告得出了影响该领域发展的十大新技术及十大趋势，期望为中国的教育信息化发展提供有效帮助和借鉴。本文从国际发展现状、项目重点内容、研究框架、项目进程、主要研究结论五方面概述该报告的主要内容。

To learn from successful experience of ICT in education in the world， and to promote the development of ICT in education in China， the Ministry of Education initiated the special research fund “International Development Research on ICT in Education ” . The project includes three achievements—“The International Development Report on ICT in Education (2013-2014) ” ， “ Case Studies of ICT in Education Worldwide (2013-2014)” and “ ICT in Ed ucation in Global Context: Emerging Trends Report(2013-2014) ” . As one of three achievements， the report selects more than 20 countries and regions whose development of ICT in education has been a major inspiration and reference for China. The twenty countries and regions includes United States， Canada， Brazil， Chile， France， Germany， Russia， Finland， Japan， Korea， China， China's Taiwan， China's Hong Kong， Singapore， India， Israel， Australia， South Africa and so on.The biggest difference between this study and previous studies is that it is based on the domestic development tasks on ICT in education， arranging the international concerns on ICT in education. Through comparing Chinese experiences with other countries' experiences on ICT in education， we hope to draw practical and valuable implications for the ICT in education in China. The report analyzes the development characteristics of ICTs in Education in different countries and regions. The report contains seven chapters， followed by outline of the project， including policy analysis on ICT in education of typical countries and regions， national action of ICT plan， research on ICT in education of developed countries and regions， the latest innovative application progress， international organizations and well-known enterprise supporting for ICT in education. The seven chapters cover a wide range of areas， including Europe， Asia， North America， South America and Africa (sub-Saharan). Through the analysis of ICT in education from different regions and countries of the world， the report draws ten new technologies applying to education and ten trends on ICT in education.This article is a summary of this report “ The International Development Report on ICT in Education (2013- 2014) ” ， and includes the research background， international development status， key contents， research framework， research process， project focus， and main conclusions of the study. The 10 new technologies consist of three dimensions including learning ways， teaching forms and classroom patterns. The 10 trends include: 1) New technologies and new ideas will continue to lead educational innovation in various countries; 2)Digital divide and lack of learning design in technology environment will exacerbate “global learning crisis” ;3) ICT in education will become an important strategy and top-level design by government-led initiative in developed countries; 4) Different oriented-policies in countries will help clarifications on characteristics of the development stage of their ICT in education; 5) “ Technology for Learning” will become a global interdisciplinary research topic involving education， psychology， information science， humanities and social sciences; 6) Development of ICT in education from different regions of the world will be more pluralistic; 7) “ Education Equity” in each country's strategic position will become more evident; 8) Multi-investment under the guidance of the government and the “cost-sharing” mechanism will be an important guarantee of sustainable development on ICT in education;9) Innovation on Information industry will promote the rapid development of ICT in education， 10) International organizations and academic institutions will shorten the gap on the global education concept.