2. Application-oriented assessment mechanism. China's various types of primary and secondary schools every year to accept the assessment and supervision of different institutions, the assessment mechanism from higher levels of the school's educational informatization construction has a strong guiding role. The establishment of the assessment mechanism oriented to the application of education informatization will be conducive to primary and secondary schools to determine the focus and direction of education informatization construction, rational allocation of manpower and material resources, to achieve the goal of "construction and development".
3. Teacher incentive mechanism. Teachers involved in the application of information technology in education are given incentives and support through a variety of ways, such as: recognizing the awards and results obtained by subject teachers in various projects of application of information technology in education; tilting relevant policies and rewards to teachers with outstanding performance in the application of information technology in education; recognizing the training received by teachers in relevant scientific research projects and counting it as a part of the credits of continuing education; conducting regular lessons, courseware, teaching design plans, subject resources, etc. within the region. The competition will be held regularly in the region to give teachers the opportunity to show their talents.
4. Planning mechanism. At present, many regions in the process of education informatization pay much attention to "overall planning, distribution and implementation", but some regions in the overall promotion of education informatization still have some shortcomings, the main reason is that there is no broad participation in the planning. In the overall planning process, in addition to emphasizing the participation of education informatization experts and relevant leaders of the Education Bureau, the participation of principals of experimental schools and representatives of front-line teachers should also be emphasized. If teachers and educational decision-makers in the experimental schools and school districts are not really involved in the planning and design of the project, there is bound to be a lack of in-depth analysis of the actual needs of the schools, and it will not be possible to mobilize or elicit the sustained participation of the principals and teachers of the front-line schools.
5. Research-led mechanism. In the form of educational reform experiments or research projects, the integration and radiation of regional informatization can be greatly promoted: firstly, school informatization always needs a certain carrier, educational reform experiments and research projects can form a task-driven mode of informatization promotion, which is targeted, and at the same time, can effectively stimulate the enthusiasm; secondly, what is more important is that experiments and research projects are usually comprehensive in their objectives, and involve all aspects of the school's educational and teaching activities in the course of their implementation. More importantly, the objectives of experiments and projects are usually comprehensive, involving all aspects of school education and teaching activities in the process of implementation, and thus informatization by way of education reform experiments or projects will, to a certain extent, promote the integration of local informatization; once again, since task-driven resource ****sharing can effectively eliminate school and departmental barriers, local informatization of any of these can effectively radiate to other parts of the process to lead to a wider range of informatization.
6. Integrated management mechanism. In practice, we also found that sometimes the management systems between different sections within the Education Bureau would create certain conflicts, leading to schools and teachers being at a loss. Therefore, in the process of formulating relevant policies, should also give full play to the unified leadership of the Education Bureau, unified management, internal coordination functions, coordination of basic education, EDB, teaching and research office, information office, information center, and other functional departments, unified education information technology application of the relevant concepts and ideas in the different projects to separate the responsibilities of various departments, so as not to cause confusion in the management of the intersection, hindering the normal progress of work. Standards-based construction - smooth application
With the rapid popularization of the Internet, the deployment and implementation of network-based information systems has been a general trend, learning resources **** enjoyment and interoperability of education information systems has become a basic requirement. Learning resources***sharing refers to a learning object can be utilized by multiple learning systems; system interoperability refers to the ability of multiple systems and components to exchange and use each other's information. At present, the construction of education informatization still exists the phenomenon of compartmentalization, lack of standardization, normalization and compatibility, and information resources are difficult to ****share. The key to solving these problems lies in the use of educational technology standards as a framework for planning the construction of various educational systems.
For the construction of resources, education management, and teachers' education technology capacity, the education sector has formulated the following standards:
1. Network education technology standards: The Ministry of Education has launched the "Education Informatization Technology Standards (CELTS)" development project since 2001, and CELTS currently contains five types of standard projects. At present, CELTS contains five types of standardized projects, among which "Metadata Specification for Learning Objects" and "Technical Specification for the Construction of Educational Resources" set standards for the construction of educational teaching resources.
2. Education Management Informatization Standard: "Education Management Informatization Standard" is the first relatively complete standard specification on education management informatization formulated by the Management Information Center of the Ministry of Education. The Interoperability Specification for Educational Management Information Systems is a technical specification guiding the interoperability of educational management information systems, organized by the Education Informatization Standards Committee and hosted by the North Normal University.
3. Educational technology standards: including "Educational Technology Standards for Students (CETS-S)", "Educational Technology Standards for Teachers (CETS-T)", "Educational Technology Standards for Educational Administrators (CETS-A)", and "Technical Standards for Educational Technology Professionals (CETS-P)", which set clear goals for the four categories of personnel in the education system. In the process of purchasing and application of education informatization system, there should be a clear requirement to follow the above standard structure, and put forward a specific test plan and requirements, employing standard experts to supervise and guide, and promote the interconnection and interoperability of different enterprises' software from the source of users' demand, only through the interaction of users, enterprises, experts, and administrative and management institutions, the standard can be truly applied, and an orderly education informatization market can be formed.
Use of social services - to promote the application
In the whole process of promoting the application of information technology in education, faced with network security, system maintenance, equipment updates and other technical support throughout the problem. At present, most of these technical support by the school's network management teachers and information technology teachers to complete, but due to the proliferation of information technology equipment in the schools, network management personnel and computer teachers workload than before was several times the growth, they are in the completion of information technology teaching tasks at the same time also have to carry out the maintenance of information equipment related to the school interior, often the support is not timely, the network management personnel exhausted, subject teachers complained. To solve this problem, regional education departments can set up specialized technical service support teams or outsource the relevant maintenance work in the whole region to relevant companies, so that responsibilities are clearly defined, and the establishment of network administrators and IT teachers in schools can be appropriately limited, so that they can be at ease with their teaching and are mainly responsible for promoting the application of information technology in schools instead of costly equipment repairers; and the downsizing of the teaching staff establishment of funding for a specialized technical service support team, which will be responsible for network security, system maintenance, etc. in each school to improve the response rate to problems. Teachers of e-learning and professional teachers should act as experts in application, responsible for promoting application and for organizing teachers around them to form a ****same body through which application can really be implemented.
The construction of information technology in education is actually a course of modernization of teaching and educational organizational change. In this course of change, cooperation with authoritative specialized and industrialized educational service agencies, the introduction of educational informatization application consulting and guidance services, through external forces to promote institutional organizational changes and changes in the way teachers/administrators work, the reorganization of the teaching business process, and then promote the entire organization members through the relevant information systems and the changes in the way of thinking, you can greatly accelerate the education modernization The process of modernization of education can be greatly accelerated and the investment of time, money and energy for spontaneous evolution and adjustment can be reduced, thus improving the overall effectiveness.
Education informatization application consulting and guidance should give full play to the academic advantages of education informatization authorities in education technology theory, methodology and technology research, as well as the school's experience in subject teaching and its advantages in terms of space and experimental conditions, and make use of information technology in the provision of learning resources, creation of learning environments, content performance, two-way interaction and other aspects of the characteristics of the information technology, **** with the cooperation to carry out Information technology teaching application demonstration construction, the most important work is to fully integrate information technology with the school's daily teaching process, so that information technology is widely used in education, the use of information technology to improve the efficiency of teaching, the quality of teaching, and to comprehensively promote quality education and innovative education in the information technology environment. Under the premise of ensuring that the test scores of the experimental classes in the experimental schools are not lower than those of the control classes, students will be trained to have good information technology literacy, good quality of thinking, good sense of collaboration and ability, awareness and ability of self-expansion of the knowledge structure, and awareness and ability to innovate. To this end, experts in educational informatization must go deep into the experimental schools and work together with the experimental schools to *** together to promote the deep integration of information technology and the curriculum in an attempt to promote the routinization of informatization teaching through informatization teaching demonstration and guidance, make a number of classic demonstration classes of information technology education application, bring out a number of backbone teachers of information technology education application, and build the experimental schools into demonstration schools of modern education technology application, and through them to form a model of modern education technology application. The experimental schools will be built into model schools for the application of modern educational technology, and through them, the radiation and driving effect will be formed, and the level of educational informatization in the region will be improved as a whole.