IT for ID: Using information technology (IT) as a catalyst for altering the constraints of conventional classrooms to cater for individual differences (ID)

This paper discusses the introduction of an online integrated learning environment (ILE) in two primary schools. The project (currently ongoing) aims to work collaboratively with teachers for three years to explore and establish the potential use of information technology (IT) in primary school classrooms. It aims to assist teachers in developing alternative teaching and learning strategies involving use of IT for coping with individual learning differences. The paper provides the rationale and reports on the progress of the project to date. In the past twenty months practical help has been given to teachers and students to assist them in the use of appropriate IT resources and tools in the classroom. Through the use of an individual study plan, classroom learning and teaching activities have been carefully designed and constructed to provide settings with opportunities for students to take control of their own learning and monitor their own progress. The individualized study plans are designed according to student ability grouping. Through the personal profiling system (PPS), parents, teachers and students can regularly monitor progress. Detailed diagnostic data from the PPS allow teachers to closely monitor and evaluate the impact on student learning.
本文討論於兩間小學引入「網路綜合學習環境」(online integrated learning environment, ILE)的情況。計劃目前仍在進行，旨在與教師共同合作，於三年時間內探討在小學課室應用資訊科技的潛力，從而協助教師透過資訊科技發展另類的教與學策略，以切合不同學生的學習需要。過去二十個月，計劃已向教師及學生提供實際支援，協助他們於課室內適當運用資訊科技的資源及工具。透過訂立個人的學習計劃，課堂學習及教學活動都經過細心設計及編排，讓學生可自主學習及自我監察學習進度。個人學習計劃乃根據學生能力分組設計。家長、教師及學生可透過「個人資料系統」(personal profiling system, PPS)定期監察學習進展。該系統提供了詳細的診斷性數據，方便教師密切留意及評估學生的學習情況。 Copyright © 2002 The Hong Kong Institute of Education.