How to do a good job in educational information technology research. ppt

The information technology revolution triggered a series of social changes, which gave birth to educational modernization driven by educational informationization. The development of educational informatization has brought about great changes in educational forms and learning methods, but due to various reasons, China's educational informatization is seriously lagging behind. However, under the correct leadership of the new leadership of the Education Bureau with Director Tang as the core, we are creating a new situation in our county's education with a brand-new spirit of reform and innovation, and attach great importance to our county's education informatization, which coincides with the full-scale roll-out of our county's project to encourage classes to connect with the land, marking the real realization of the core value of our county's school education informatization. In this context, according to the reality of our county, this paper investigates how to effectively use classroom resources and how to reasonably and effectively use information technology to serve classroom teaching.

Research methods: field investigation, questionnaire survey, telephone interview, etc.

Basic information:

Status:

(1) The hardware equipment is seriously damaged.

There are two projects in the process of basic education network construction in our county, namely, school-to-school communication project and rural combing project. In the rural distance education project in 2005, many schools were equipped with satellite receiving systems, but the effect was not good because of the low computer configuration, complicated and unstable installation and debugging, limited resources and complicated use.

In the school-to-school communication project in 2007, there were 15 rural junior high schools in the county, of which 13 were equipped with multimedia classrooms, and Gaoping junior high school and Longping junior high school were not equipped because they did not have special classrooms.

Of the 69 complete primary schools in the county, only 9 township primary schools and experimental primary schools have multimedia classrooms. 68 villages or teaching points have no conditions to use multimedia.

Only township schools and urban schools can access the Internet through wired broadband, while other rural schools can only access the Internet through wireless, which is mainly used to transmit documents and data of higher authorities. Wireless internet access is slow and expensive, and the financial resources of the school simply do not allow it to serve classroom teaching.

It is worth mentioning that the leaders of Dayan Middle School, Guandian Ethnic Middle School and Lisan Junior High School have advanced ideas and concepts. They have squeezed out funds to purchase a set of multimedia teaching equipment, that is, these three schools have two multimedia classrooms. But no matter how many classes there are, there are one or two multimedia classrooms in the school, which is still a place for people to relax.

(2) Teachers' technical level is generally backward:

Teachers over the age of 35 account for 87.2% in all schools in the county, and their age is generally high. Most teachers have never experienced the professional study of computer in the process of growing up, are accustomed to the traditional teaching methods, stick to the old method of adding chalk and blackboard, and still have some fears about advanced technologies such as computers.

Based on the above reasons, imagine a teaching content, which has been completed by chalk and blackboard for many years. Teachers ask others to make courseware, ask the academic affairs office to approve the use of multimedia classrooms, and ask administrators to prepare, which is very troublesome. Moreover, other colleagues also think that this class is a show. Therefore, the application of information technology in classroom teaching is only the ornament of young teachers in open classes and performance classes.

Rejoicing:

(1) Bureau leaders attach great importance to it. In this summer's teacher training, Director Li Zheng and Director Li Ke innovated the training mode and content, borrowed the online classroom of Jianshi No.1 Middle School and conducted a courseware making training. I am the head teacher. During the training, I saw many teachers look very young, but their computer foundation is still in the initial stage, and their training enthusiasm is very high. Unfortunately, the training time is only two days, which can't meet their needs.

(2) This autumn, the project of receiving classes and landing was fully rolled out in our county, and it is currently in the stage of installation and debugging, which indicates that the core value of school education informatization has been truly realized in our county, and the software and hardware facilities have taken a solid step for our county to fully realize education informatization.

(3) Also this autumn, our county recruited more than 200 outstanding college graduates to join the teaching staff. They have good information technology quality, distributed in every corner of the county, and will become a new force to promote the informationization of education in our county.

(4) Banbantong was used in Jianshi National Experimental Middle School in 2007, and it has a set of perfect experience in use and management, which is worth learning and popularizing.

Suggestions and countermeasures

In view of the above investigation, I think we should start from the following two aspects: how to really make effective use of the classroom, how to reasonably and effectively use information technology to serve the classroom teaching, that is, strengthen the management of the higher authorities and create conditions for teachers to use and know how to use it; From the microscopic point of view, that is, teachers should strengthen their study, improve their understanding, get rid of misunderstandings and use their skills flexibly.

1. Macroscopically, higher authorities should strengthen management and create conditions for teachers to use, know and want to use information technology in classroom teaching.

(A) to strengthen leadership and change ideas is the key to ensure that teachers use information technology to serve classroom teaching.

Strengthen leadership, widely publicize, and form an atmosphere, so that all educators can truly realize that educational informatization is the inevitable trend of the development of the times, regard information technology as an important condition to support the implementation of the new curriculum, regard information technology as the basic quality of everyone's life, work and survival in the information age, and regard information technology as the basic ability of teachers to teach and learn.

The principal is the highest leader, decision-maker and commander of the school. Represent the school externally and preside over the daily work of the school internally. Always in the core position, decision-making position and leading position of administration, education, teaching and logistics services. Therefore, the principal's concept and consciousness are the decisive factors to effectively use information technology to serve classroom teaching.

(2) Strengthening hardware construction means that teachers use information technology to serve classroom teaching.

(1) Teachers' offices should be equipped with necessary software and hardware facilities.

Teachers are the masters of effective service of information technology in classroom teaching. Schools should form an atmosphere in which teachers can enjoy learning, researching and using information technology to serve classroom teaching. Teachers need to prepare lessons electronically in the office, communicate with each other and share resources. Therefore, in addition to installing classrooms to connect classes, teachers' offices should also install enough electricity.