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Ict and literacy education in china

2021-03-17 来源: 51Due教员组 类别: Essay范文

 这篇信息技术essay代写范文首先简要回顾ICT在中国的历史背景信息和通讯技术,其次是技术集成的当前状态讨论。这篇essay代写范文讨论了关于信息通信技术在中国发展,和提高ICT使用在中国素质教育的建议。最近出现的技术特别是信息和通信技术,已经深刻地改变了我们生活的许多方面。信息通信技术的多样性和广泛的可用性也带来了教育和学习重大的变化,ICT对识字教学和学习的影响是巨大的。下面的essay代写范文进行了讨论。话不多说 一起来看看吧 有论文需要帮忙的亲亲可以联系我们的专属客服进行咨询噢~

Ict and literacy education in china

Abstract 
  This chapter begins with a brief review of the historical context of information and communication technologies (ICT) in China, followed by the discussion of current state of technology integration in literacy learning and instruction. After reviewing and analyzing the existing Chinese database, the authors reported and discussed the findings of various types of ICT in use in Chinese literacy education, ranging from word processing, multimedia programs, to communication and social media tools. In addition, the authors also examined the roles and functions played by different types of ICT in supporting students’ learning and teachers’ instruction in Chinese literacy, as well as issues and trends in ICT integration in literacy education in China. In conclusion, issues were discussed regarding the ICT development in China, and suggestions are made to enhance the effectiveness of ICT use in Chinese literacy education.
 Introduction 
  The emergence of recent technologies especially the information and communication technologies (ICTs) has profoundly transformed many facets of our lives. The multiplicity and wide availability of the ICTs have also brought significant changes to schooling and learning in the U.S. and around the world (New London Group, 1996). In particular, the impact of ICTs on literacy teaching and learning is immense because of the close connection between literacy and technologies (Bruce, 2003; Valmont, 2003). 
  Traditional definition of literacy as one’s ability to read and write is no long adequate, and literacy is re-conceptualized as multiple literacies that include traditional print literacy, technology literacy, information literacy, critical literacy, visual literacy, media literacy, among others (Burniske, 2008; International Reading Association, 2001; New London Group, 1996; Valmont, 2003) No longer do we have to rely on print media to obtain the information we need. Electronic and digital texts permeate our daily reading and have become a way of life for many adults and students. An overwhelming amount of information is readily available for us to use just fingertips away. 
  The immense amount of information demands that one has the ability to search, locate, analyze, and judge the usefulness of the information. Publishing software programs make it possible that everyone becomes a published author. New technologies have also blurred the line between authors and readers in cyberspace. Various modes of communication, both asynchronous and synchronous, are possible through networked computers and devices such as iPhones and iPads. Space and time are no longer hurdles for communication as they were before. These are just some examples of the changes brought by new ICTs that are connected to literacy-related competence.
  The ICTs have also made it possible to transform the traditional learning environments into new learning environments. Traditional learning environments tend to be teacher-centered, print-focused where students are at the receiving end of knowledge delivery and are frequently engaged in isolated work, and they provide limited number of sense stimulations. In such environments, learning tends to be passive, factual and knowledge-based, and often happens in isolated artificial contexts (International Society for Technology in Education, hereafter ISTE, 2002; Jonassen & Land, 2000). Supported by ICTs, new learning environments call for studentcentered learning. 
  They provide multi-sensory stimulation and allow students to pursue knowledge in multi-path, nonlinear progression. In new learning environments, emphases are placed on collaborative work, information exchange, and learning that is active, exploratory, and inquiry-based. Highly valued are students’ ability to engage in critical thinking, informed decision making, and proactive/planned action in authentic and real world contexts (ISTE, 2002). Under such a backdrop, many literacy educators in the west have called for effective integration of technologies into school curricula (Bruce, 2003; Leu, Leu, & Coiro, 2004; Reinking, McKenna, Labbo, & Kieffer, 1998). 
  Effective integration of technologies helps students become capable information technology users, information seekers, analyzers, and evaluators, problem solvers and decision makers, creative and effective users of productivity tools, communicators, collaborators, publishers, and producers; informed, responsible, and contributing citizens (ISTE, 2002). In particular, critical literacy, the ability to question the texts, has become an ever increasingly important form of literacy that students have to master (McKenna, Labbo, Kieffer, Reinking; 2006; Smith, 2002). The movement to integrate technologies into education is not only a western educational phenomenon. 
  In China, in recent years, the issue of technology integration to support studentlearning has also attracted attention from the central government, and several mandates have been issued to address this issue. Although the degree of integration varies from school to school and teacher to teacher, technologies have been used in many classrooms across the nation. This article traces the brief history of technology use in literacy education in China, to be followed by a review of literature on the applications of technologies that support literacy education. In conclusion, issues and trends in technology integration in Chinese literacy education will be discussed.
 Summary 
  This chapter begins with an introduction about ICT application in China’s literacy education, followed by a brief review of the historical context of ICTs in China. Then, this chapter focuses on the discussion of the current state of ICT integration in literacy learning and instruction. Through reviewing, examining and analyzing over 600 articles from the database China Academic Journals as well as some websites, we reported findings on various types of ICTs and their uses in Chinese literacy education, including multimedia programs/software, Chinese character encoding and input systems, communication tools, collaborative platforms, mobile technology, and learner corpora. In addition, we also examined the roles and functions of ICTs in supporting learning and instruction in Chinese literacy. ICTs not only play important roles in supporting motivation, affect, cognition, metacognition, skill development (e.g., imagination self-expression, creativity), but also in promoting information sharing, exchange and collaborative learning

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