資訊科技教育與教學範式轉向

八十年代微型電腦的普及和九十年代中期互聯網的廣泛應用，為教育界帶來巨大的衝擊。究竟資訊科技所掀起的巨浪能促進以學習者為中心及互動學習為本的教學範式轉向呢？香港社會正關注及要求改善教育的素質，教育界人仕應在此求變的環境，有系統地應用理念架構，探討如何利用資訊科技教育提高學習素質。本文嘗試分析香港教育現況和各地應用資訊科技於教學的經驗，探討所需教學範式，並建議轉向分兩個階段進行。範式轉向的成敗關鍵，是必須培養教師於資訊年代所需的識見及能力。進一步促進教學範式轉向的研究課題包括︰改革師訓課程，培養師生共同學習的文化；統整及精簡學校課程以符合資訊社會的需求；發展本地應用資訊科技的教育研究，支援本地的教學改革。
The popularity of microcomputers in the 1980s and the widespread application of Internet in the mid-1990s have brought about huge impacts on the education sector. Can Information Technology (IT) facilitate a shift to a teaching paradigm which promotes both learner-centred and interactive learning? There has been a concern for the quality of education in Hong Kong and a demand for improvement. In this context of IT-driven changes, educators should systematically make use of a conceptual framework to ensure that IT can be more effectively used to improve the quality of learning. This article makes an attempt to analyze the current situation of education in Hong Kong in the light of the application of IT in education in other parts of the world. An appropriate teaching paradigm is then suggested and two implementation stages through which such paradigm shift can be enhanced are recommended. The analysis further points out that the key to the success of such a paradigm shift is that teachers should be equipped with the knowledge and abilities needed in the information era. Research topics for promoting the shift of teaching paradigm suggested are, firstly, fostering a collaborative learning culture among students and teachers in teacher education; secondly, reorganizing , integrating and streamlining the current school curriculum for the needs of the society in the information age; and, thirdly, conducting research on using IT to support local educational reform. Copyright © 1998 Australian Teacher Education Association.