作者机构：
[Wu, Di; Lu, Chun] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Tsai, Chin-Chung] Natl Taiwan Univ Sci & Technol, Grad Inst Digital Learning & Educ, Taipei, Taiwan.
通讯机构：
[Wu, Di] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.
关键词：
Factor analysis;ICT application in education;ICT infrastructure;Large scale survey;Middle and primary schools;Stepwise regression analysis
摘要：
With the ever-deepening economic reform and international trend of ICT application in education, the Chinese government is strengthening its basic education curriculum reform and actively facilitating the application of ICT in education. Given the achievement gap of ICT infrastructure and its application in middle and primary schools between urban and rural areas, a divide exists between the needs of constructing ICT infrastructure and the patterns of promoting ICT application in education. This paper reports a survey conducted on the infrastructure and application of ICT in middle and primary schools in urban areas (city and county) and rural areas in China based on their demands for promoting ICT in education. The survey focused on 2,168 middle and primary schools, including 717 schools in cities (33.1%), 487 schools in counties (22.5%) and 964 schools located in rural areas (44.5%). Based on stepwise regression analysis, it was revealed that ICT infrastructure had different influences on its application for schools in urban and rural areas. Schools' proportion of ICT aided courses in counties, and utilization of multi-media classrooms in rural areas may be more associated with the infrastructure. These conclusions would be particularly useful for policy-makers in Asia. Moreover, the analysis model could highlight some areas where improvement plans could be implemented to reduce the digital divide. However, ICT infrastructure was found to play an insignificant role in "utilization of multi-media classrooms" or "proportion of ICT aided courses" in city schools, and thus its role in city schools should be reinterpreted.
作者机构：
[Wu, Di; Shi, Yinghui; Zhu, Sha] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Yang, Harrison] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.;[Yang, Harrison] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
会议名称：
2015 International Conference of Educational Innovation Through Technology - (EITT)
会议时间：
OCT 16-18, 2015
会议地点：
Wuhan, PEOPLES R CHINA
会议主办单位：
[Shi, Yinghui;Wu, Di;Zhu, Sha] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.^[Yang, Harrison] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.^[Yang, Harrison] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
摘要：
The purpose of this study was to investigate the effects of interactive whiteboard (IWB)-based instruction on students' learning achievement. A quasi-experiment study was conducted using a sample of 93 students from two 10th grade classes in a secondary school in central China. While students in one class employed the IWB-based instructional approach, students in the other class employed the traditional lecture-based instructional approach. Students in both classes studied English for three months. Students' first-and second-tests showed that the students with the IWB-based instructional approach had a better learning achievement in English than did the students' with the lecture-based instruction approach, which indicated that the use of IWB can improve student learning when cooperated with an appropriate instructional approach.
作者机构：
[Wu, Di; Lu, Chun; Li, Congcong] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.
会议名称：
2015 International Conference of Educational Innovation Through Technology - (EITT)
会议时间：
OCT 16-18, 2015
会议地点：
Wuhan, PEOPLES R CHINA
会议主办单位：
[Li, Congcong;Wu, Di;Lu, Chun] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.
关键词：
District Effectiveness Evaluation;ICT in basic education;Principle Component Analysis
摘要：
Although ICT in basic education is developing rapidly in China over the last decades, the development of ICT adoption in different areas is unbalanced. Implementing district effectiveness evaluation is one of the necessary approaches to bridge the digital divide between developing and developed areas. Taking S city in China as an example, this paper uses a Principle Component Analysis model for district effectiveness evaluation of ICT development in basic education, identifies main factors that affect ICT development in basic education and educes ranking orders of ICT development in basic education of the 11 districts in S city.
作者机构：
[Wu, Di; Peng, Xian] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.
会议名称：
International Conference on Intelligent Environments (IE)
会议时间：
JUN 30-JUL 04, 2014
会议地点：
Shanghai, PEOPLES R CHINA
会议主办单位：
[Wu, Di;Peng, Xian] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.
关键词：
cloud computing;E-Learning standard;cloud-based education standard
摘要：
Cloud computing technology provides a convenient way for the distribution and application of educational resource, which becomes the hotspot of ICT in education. Based on in-depth study of standards in cloud computing and E-Learning, the paper analyzes the requirement, key techniques and actual application of cloud computing education, constructs a standard architecture, elaborates the relationship between different standards in this architecture.
摘要：
随着信息技术的迅速发展及其对教育领域的不断渗透,教育信息化在教育改革和发展过程中的重要性日益凸显.信息技术与教育的融合经历了"起步"、"应用"、"整合"和"创新"四个阶段.信息技术不仅革新了传统教育模式,而且营造了全新学习环境.我国信息技术与教育的融合发展还处于初步应用整合阶段,推进信息技术与当代教育深度融合应通过解放思想、制度创新、对外开放、创建协同创新中心等途径加速我国教育现代化进程.With the rapid development of ICT and its continuous penetration into education, ICT is becoming increasingly prominent for the national education reform and development. The integration of ICT with education includes four stages : "emergence", "application", "combination", and "innovation". ICT has not only changed traditional teaching methods, but also created a whole new learning environment. However, China is still at primary application and integration stage. In order to integration ICT with education and implement education modernization in China, we should emancipate our minds, innovate educational policies, stick to opening to the outside world, build collaborative and innovative centers, etc.
作者：
Shi, Yinghui;Yang, Harrison Hao;Yang, Zongkai;Wu, Di（吴砥）
期刊：
Lecture Notes in Computer Science,2014年8595 LNCS:116-128 ISSN：0302-9743
通讯作者：
Yang, H.H.(harrison.yang@oswego.edu)
作者机构：
[Wu, Di; Yang, Zongkai; Yang, Harrison Hao; Shi, Yinghui] Central China Normal University, 430079 Wuhan, China;[Yang, Harrison Hao] State University of New York at Oswego, Oswego, NY 13126, United States
作者：
Wu, Di（吴砥）;Yu, Xiaorong;Shi, Yinghui;Yang, Harrison Hao;Lu, Chun
期刊：
Lecture Notes in Computer Science,2014年8595 LNCS:24-35 ISSN：0302-9743
通讯作者：
Lu, C.(luchun@mail.ccnu.edu.cn)
作者机构：
[Wu, Di; Lu, Chun; Shi, Yinghui; Yu, Xiaorong] Collaborative and Innovative Center for Educational Technology, Central China Normal University, China;[Yang, Harrison Hao] Department of Curriculum and Instruction, State University of New York, Oswego, NY, United States
期刊：
Workshop Proceedings of the 21st International Conference on Computers in Education, ICCE 2013,2013年:512-520
通讯作者：
Wu, D.(mr.wudi@163.com)
作者机构：
[Wu, Di; Zhu, Sha; Lu, Chun] National Engineering Research Center for E-Learning, Central China Normal University, China
摘要：
ICT in education development strategy is an important part of educational strategy plan, which promotes the development of ICT in education.Scientific and rational planning of ICT inEducation play an important role in promoting sustainable development of ICT in Education and exerting functional benefit of ICT in education. ICT in Elementary Education is an essential part of construction of ICT in Education, which is the core area that reflects the revolutionary impact of ICT on educational development. The paper, taking China, United States and Singapore as examples of developing country and developed countries, discussed the NETP2010 which was launched by U.S. Department of Education, the Master Plan 3 by Singapore Department of Education, and the Elementary Education part of "Ten-year development plan of ICT in Education(2010-2020)" by China Ministry of Education. Combined with the development demands and basic conditions of China, United States and Singapore, the paper compared and analyzed the features, similarities and differences of the three strategic plan of ICT in Elementary Education, and explored the difference of their construction background and development ideas.Finally, the paper proposed several suggestions for the developing countries like China to enhance the construction of ICT in Elementary Education.
期刊：
Lecture Notes in Computer Science,2013年8038 LNCS:167-177 ISSN：0302-9743
作者机构：
[Yang, Harrison Hao] State University of New York at Oswego, Oswego, NY, United States;[Wu, Di; Yang, Harrison Hao] Central China Normal University, Wuhan, China
作者：
Shi, Yinghui*;Yang, Zongkai;Wu, Di（吴砥）;Sanya, Liu;Yang, Harrison Hao
作者机构：
[Wu, Di; Yang, Zongkai; Shi, Yinghui; Yang, Harrison Hao; Sanya, Liu] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.
会议名称：
13th IEEE Annual International Conference on Advanced Learning Technologies (ICALT)
会议时间：
JUL 15-18, 2013
会议地点：
Beijing Normal Univ, Beijing, PEOPLES R CHINA
会议主办单位：
Beijing Normal Univ
会议论文集名称：
IEEE International Conference on Advanced Learning Technologies
关键词：
mathematics teaching;mathematics teacher;applications of information technology;questionnaire
摘要：
This case study investigated mathematics teachers' perspectives and the status of the applications of information technology (IT) in a key senior high school in China. A questionnaire was conducted to collect data. This research focused on teachers' perceptions on the role of IT in mathematics classroom instruction, as well as the status of the technology integration in their class. Results of the data analysis indicated that there were no significant differences among mathematics teachers with variety from gender, age, years of teaching experience and education level towards the understanding on the development of IT and the application of IT in classroom instruction. In addition, some implications and suggestions were also provided in conclusion of this study.
