https://orcid.org/0000-0003-4700-1927
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ABSTRACT
Information and communication technologies (ICTs) in basic education, i.e. K12 education, have often been constrained by sociocultural context and limited to pedagogical aspects, and these innovations have not yet catalyzed curriculum reform as expected. To address this research gap, this study adopted a key-competence-based subject knowledge learning tool, i.e. Smart Learning Partner (SLP), and conducted a quasi-experimental study to evaluate its effects among middle school students. A total of 400 participants in Grade 7 from four schools were followed for a period of two and a half years. The results on online learning engagement indicated that the manipulation generally succeeded in promoting students’ use of SLP in the experimental schools. Furthermore, the results on academic performance showed that SLP could not only directly benefit students’ learning in the first academic year but also continued to have an effect within the following one and a half years. This study contributes to the existing knowledge in two aspects: first, it extends the use of an adaptive learning cognitive map and shows positive effects in supporting the implementation of the whole curriculum; second, it presents a long-term and large-scale example of successfully integrating ICTs into the key-competence-based curriculum reform in the Chinese context.
Acknowledgement
This work was supported by Ministry of Education – China Mobile Research Funding Project (NO. MCM20200410) and Youth Program of National Natural Science Foundation of China “Research on the construction and core technology of learning knowledge map in online course” [Grant No. 62007025]. We would like to thank the principals, teachers and students for their support and cooperation. The authors would also like to thank the project team members in facilitating the key-competence-based curriculum reform in the school.
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No potential conflict of interest was reported by the author(s).
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Jiutong Luo
Jiutong Luo is a Postdoc Fellow at Advanced Innovation Center for Future Education and Center for Educational Science and Technology, Faculty of Education, Beijing Normal University. He received his Ph.D. in Education from the University of Hong Kong. His main research interests are educational technology and psychology, ICTs in Education, learning science and educational neuroscience.
Shengquan Yu
Shengquan Yu is a Professor, Executive Director of Advanced Innovation Center for Future Education and Director of the Joint Laboratory for Mobile Learning, Ministry of Education-China Mobile Communications Corporation. He was selected in the New Century Excellent Talents Supporting Plan, Ministry of Education, China, in 2008. His research fields include mobile learning, ubiquitous learning, information technology and curriculum integration, key technologies for network learning platform and regional education informationization. He has published more than 180 academic papers, 4 books and 3 academic monographs. He participated in a number of international and national conferences as an invited speaker, including the International Conference of Educational Technology in Korea in 2013 and the computer-sup- ported collaborative learning in 2011. He was in charge of many research projects of great significance, such as Research on Mobile Learning Development in Colleges and Universities (supported by the Science and Technology Development Center, Ministry of Education, China) in 2014, Research on Tablet-Based Innovative Teaching (supported by Intel Semi- conductor (USA) Co., Ltd.) in 2014 and An Exploration into Technologically Reformed Teaching in the Future (supported by the Department of Basic Education II, Ministry of Education, China) in 2012.