ICT Integration in China’s Higher Vocational Education: A Review
DOI:
https://doi.org/10.54097/7qvep490Keywords:
Micro-course, ICT Micro-courses, Professional Development Program, Higher Vocational SchoolAbstract
As part of the country’s education digitization and informatization agenda, schools in China are encouraged to use micro-courses or micro-courses as part of their instruction. Despite the influx of open educational resources, aligning ready-made micro-courses to curricular offerings remains challenging. Furthermore, readily available online micro-courses are often disorganized, making it difficult for students to select the most appropriate ones. Thus, teachers opt to develop their own micro-courses to ensure suitability to the content and the students. This study aims to describe the cognitions and practices of ICT teachers towards micro-course development. Using a multi-case study research design, this study will employ semi-structured interviews and classroom observations to gather qualitative data from select participants from three identified higher vocational schools. The results of this paper may contribute to further enhancing the capacity of ICT teachers in developing micro-courses, which contributes to enhancing students’ learning experience in their ICT subject.
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