工作在前沿:瑞士教育信息和通信技术协调员作为数字化转型的中介和中间人

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
M. Geiss, Tobias Röhl
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引用次数: 0

摘要

本文研究了瑞士义务教育学校中的教育信息与传播技术协调员("Pädagogischer ICT-Support";PICTS)在积极推动变革与仅仅为同事提供便利之间的矛盾角色。本文采用定性研究设计,探讨了 PICTS 在苏黎世州的历史、自我认知和当前角色,以及他们与教育系统中的其他参与者和州政府之间的互动。本文借鉴了科学和技术研究成果,以了解教育信息与传播技术协调员的独特作用。研究结果表明,自 PICTS 成立以来,尽管他们所处理的数字技术发展迅速,但他们的观念和自我认识却始终如一。他们的双重身份使 PICTS 既是变革的积极推动者,又是学校教学人员的一部分。他们工作在前沿,是模棱两可的人物,体现了教育领域数字化转型的矛盾,但又不一定将其明确化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Working at the frontier: Swiss educational information and communication technology coordinators as mediators and intermediaries of the digital transformation
This article examines Swiss educational information and communication technology (ICT) coordinators (‘Pädagogischer ICT-Support’; PICTS) in Swiss compulsory schools in their ambivalent role between active agents of change and mere facilitators for their colleagues. Using a qualitative research design, it explores the history, self-perception and current roles of PICTS in the canton of Zurich and their interaction with other actors in the education system and the cantonal authorities. This paper draws on science and technology studies to understand the unique role of educational ICT coordinators. The results show that the perceptions and self-understanding of PICTS have remained consistent since their establishment, even though the digital technologies they deal with have evolved rapidly. Their dual role allows PICTS to be both active agents of change and part of a school’s teaching staff. Working at the frontier, they are ambiguous figures, embodying the contradictions of digital transformation in education without necessarily making them explicit.
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来源期刊
Research in Education
Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
7.70%
发文量
9
期刊介绍: Research in Education has an established focus on the sociology and psychology of education and gives increased emphasis to current practical issues of direct interest to those in the teaching profession.
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