Taking a public junior high school as a case, this study showed the institutionalization process of integrating information technology with school teaching and school strategies on the system establishment and its diffusion. The action logic and characteristics of different stakeholders, such as school leaders, teachers, parents, educational departments and technological factors were also analyzed, as well as their interrelationships. The study found that in the promotion strategy, the form of grade promotion was easier to become institutionalized than the form of experimental class. Moreover, in the school context, the regulative-normative elements were more effective than culture-cognitive elements during the process of system establishment and diffusion. However, the conflict between schools and other external elements, such as parents and education authorities, is more intense under the overall promotion model.%文章以某公立初中学校为案例,展现了该校信息技术教学整合的制度化过程和学校进行制度建立与扩散的策略.同时,文章分析了校领导、教师、家长、教育主管部门、技术元素等在这个过程中的行动逻辑与特征,以及各群体之间的相互作用.研究发现,在推进的策略上,年级的整体推进比实验班更容易实现制度化,并且在学校情境中,规制性与规范性要素比文化—认知性要素对制度建立和扩散更加有效.但是在整体推进模式下,学校与家长、教育主管部门等外部要素的冲突更加激烈.
展开▼
