[雙語翻譯]教育學(xué)外文翻譯—信息通信技術(shù)在小學(xué)教育中的運(yùn)用（原文）

1、 International Electronic Journal of Elementary Education, 9(3), 681-692, March 2017 ISSN:1307-9298 Copyright © IEJEE www.iejee.com Use of Information and Communication Technologies in Primary Education – A Case

2、Study of the Czech Republic Pavla HLÁSNÁ a Blanka KLÍMOVÁ a ? Petra POULOVÁ a a University of Hradec Kralove, Czech Republic Received: 8 November 2016 / Revised: 12 January 2017 / Accepted: 17 J

3、anuary 2017 Abstract The aim of this research study is to explore the use of information and communication technologies (ICT) in classes at the first stage of primary schools, specifically in the Czech Republic. Firstly

4、, the authors discuss the current state of this research issue, and secondly, they describe their own research which should clarify how, why and how often the teachers at the first stage of primary schools use ICT in

5、their teaching. The findings indicate that although more than 50% of the teachers at primary schools use ICT in their teaching on a daily basis, they need further continuous methodological training which would contribu

6、te to their effective use of ICT in classrooms. The results also showed that the teachers who had participated in a methodological course on ICT use appeared to implement ICT in their classes more than those who had no

7、t attended such training. In addition, the results revealed that the use of ICT was not influenced by the length of the teaching practice and that the use of ICT still did not have any impact on the relationship betwee

8、n the teacher and his/her pupils and among pupils themselves. Nevertheless, the results suggest that there should be ample and continuous trainings which would ensure that teachers have relevant competences for using

9、ICT in their classrooms. Keywords: Education, Teachers, ICT, Primary schools, Case study Introduction At present, modern information and communication technologies (ICT) penetrate in all spheres of human activities, in

10、cluding education, in order to increase effectiveness and quality of teacher’s work. In fact, ICT are now an inseparable part of children’s lives. They consider them as natural as breathing (Prensky, 2004). Therefore

11、, schools at all educational levels try to incorporate them in their curricula. Research connected with the use of ICT in education has already run for more than 40 years (cf. Baytak, Tarman, Brdicka, 2003; Collins,

12、1996; Domingo Murphy et al., 2003). Research evidence reveals that ICT have a positive impact on learning, especially in primary education (Badia et al., 2014; Inan or Van Braak et al., 2004). ? Corresponding author:

13、 Blanka Klímová, Faculty of Informatics and Management, University of Hradec Kralove, Rokitanskeho 62, Hradec Kralove, 500 03, Czech Republic. Phone: +420 493 332 813 E-mail: blanka.klimova@uhk.cz Use of info

14、rmation and communication technologies in primary education / Hlásná, Klímová & Poulová 683 Research questions, hypotheses, phases and methods of the research The aim of this research study w

15、as to find answers to the following three research questions: 1. Does the length of teaching practice of the teachers at the first stage of primary schools influence the frequency of the use of ICT in teaching? 2. Doe

16、s further education of the teachers at the first stage of primary schools have an impact on the frequency of the use of ICT in teaching? 3. Do the relationships between the teacher and pupil and among pupils themselves

17、change as a consequence of the use of ICT during lessons? On the basis of the research questions stated above, the following two hypotheses were defined: Hypothesis A: Younger teachers (less experienced) use ICT more

18、 often than older teachers (with a longer teaching practice). Hypothesis B: Teachers of the first stage of primary school who participated in an ICT training use ICT in teaching more than the teachers who did not par

19、ticipate in such a training. The research started in September of 2010 and finished at the end of the year 2015. Consult Fig. 1 below for the research timeline. Figure 1. Research timeline (authors’ own processing) T

20、he research was performed in five phases, which are described together with the methods used for the analysis of the research issues. 2010 2011 2012 2013 2014 2015Literature review Setting methodology and tools Own res