国内外教育信息化水平评估指标体系

,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,LOGO,*,单击此处编辑母版标题样式,LOGO,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,单击此处编辑母版标题样式,*,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,单击此处编辑母版标题样式,2011, Hangzhou, China GJ KIM,Intl Expert Meeting on ICT in Ed Indicators & E-School Standard 14 Nov,*,国内外教育信息化水平评估指标体系,华中师范大学信息技术系 张屹,大 纲,马来西亚“智慧学校”标准,1,新加坡教育信息化战略规划及评估,2,亚洲及太平洋地区的教育信息化基准,4,韩国教育信息化指标体系,3,UNESCO,教育信息化评估指标,5,欧盟教育信息化评估经验,6,我国教育信息化评估指标,7,智慧学校,基础设施,标准,主要组成,要素,特征,质量评估,标准,马来西亚,（,MALAYSIAN,）,主要内容,Main Contents,智慧学校,THE SMART SCHOOL,技能,Skills,技术,Technology,过程,Processes,政策,Policies,Teaching &,Learning,Administration,Management,主要组成要素,Main Components,为使学生更好地适应现代化的信息时代，马来西亚的教育机构对学校在教学和学校管理等方面进行了系统地改革,。,马来西亚,（,MALAYSIAN,）,智慧学校基础设施的标准（,1999,）,Smart School Technology Infrastructure,教育专线,(128/64 kbps),教育专线,(512/256 kbps),教育专线,(128/64 kbps),教育专线,(2Mbps),教育专线,(2 Mbps),B+,模型,(,高级教室模型,Limited Classroom Model),A,模型,(,完美教室模型,Full Classroom Model),B,模型,(,实验室模型,Lab Model),咨询台,Help Desk,数据中心,Data Centre,81,台电脑,520,台电脑,37,台电脑,13,台电脑,10,台电脑,2,台笔记本电脑,5,台笔记本电脑,2,台笔记本电脑,-,-,3,台服务器,6,台服务器,3,台服务器,5,台服务器,3,台服务器,-,视频会议设备,-,-,-,马来西亚,（,MALAYSIAN,）,智慧学校的特征,CHARACTERISTICS OF A SMART SCHOOL,马来西亚,（,MALAYSIAN,）,智慧学校质量标准（,SSQS,）是一个监测工具，用来测量,ICT,在学校的应用情况。,Smart School Qualification Standards (SSQS) is a monitoring tool to measure the utilization of ICT in schools.,1.,质量监测工具,The Monitoring Tool,马来西亚,（,MALAYSIAN,）,智慧学校的质量评估标准,使用情况,人力资源,应用情况,基础设施,7,2,、,SQSS,星级标准,SSQS STAR RATINGS,马来西亚,（,MALAYSIAN,）,智慧学校的质量评估标准,教育,信息化,培养,21,世纪 的技能,战略规划,信息技术与课程整合,评估,ICT,对教育的影响,新加坡,（,Singapore,）,主要内容,Main Contents,教育信息化战略规划,Masterplan for ICT in Education,新加坡,（,Singapore,）,1997,基础性建设,Masterplan 1,-,资源建设,-,教师的,ICT,技能培训,- ICT,基础设施建设,2003,创新,Masterplan 2,-,推动学校创新,建设基本的,ICT,工具,针对学校的,ICT,计划,2009,强化,Masterplan 3,有效地利用,ICT,培养学生的自主学习和合作学习能力，使之成为有辨别能力以及有责任的,ICT,使用者,培养,21,世纪的技能,Developing 21st century competencies,新加坡,（,Singapore,）,核心价值,自我管理,社会意识,关系管理,有责任,的决策,自我意识,公民素养、全球意识和跨文化技能,批判性和创造性思维,信息沟通能力,自我导向的学习者,自信的人,积极的,贡献者,参与的公民,学习数据收集工具,数据的收集和转换,Learning with Data Collection Tools Data collection and transfer,信息技术与课程整合,Integrating ICT into the school curriculum,基本的操作,交互式媒体环境,Basic Operations Interactive media environment,研究性学习,网络导航与搜索,Learning with Searches Internet navigation and search,文本学习,文字处理, Learning with Text Word processing,学习用多媒体,多媒体内容的制作和操作,Learning with Multimedia Production and manipulation of multimedia content,学习电子表格,数据管理和加工,Learning with Spreadsheet Data management and processing,学习交流工具,在线交流,Learning with Communication Tools Online communication,新加坡,（,Singapore,）,All students are to acquire the necessary ICT skills to support them in learning and preparing them for future needs.,所有的学生必须掌握必要的,ICT,技能来支持学习并为未来做准备。,信息技术与课程整合,Integrating ICT into the school curriculum,ICT Baseline Standards,ICT,的基准标准,新加坡,（,Singapore,）,评估,ICT,对教育的影响,Assessing the Impact of ICT on Educational Processes and Outcomes,SCHOOL,自我评测工具,Self Assessment tool:,BY(I)TES,MOE HQ,定量评价,Quantitative ,Eg,:,调查研究,Research,定性评价审查,Qualitative Review ,Eg,.,：,Robert,Kozma,博士带领的国际审查委员会,International,Review Panel led by Dr Robert,Kozma,(MP2 and MP3), ,新加坡,（,Singapore,）,BY(I)TES,B,enchmarking,Y,our,I,CT Prac,t,ices for,E,xcellence in,S,chools,A self-assessment tool to enable schools to gauge their level of ICT implementation to work towards achieving excellence in using ICT,for learning and teaching.,一种使学校能够测量自己的,ICT,建设水平的自我评估工具，通过自评使学校争取能更好地将,ICT,应用到学习和,教学中。,新加坡,（,Singapore,）,学校领导是创造条件和推动整个系统发展的关键,;,School leaders are key in creating the conditions and putting systems and processes in place .,教师在培养利用,ICT,丰富学习经验从而促进学习的过程中起着关键作用,;,Teachers are key in creating ICT-enriched learning experiences to bring about learning outcomes.,学生是主要的关注焦点。,Students are our key focus.,E,School,Leaders,Teachers,Students,BY(I)TES,主要有,3,个评估领域：学生、教师、领导,新加坡,（,Singapore,）,运用,ICT,自主学习的能力,运用,ICT,协作学习的能力,运用,ICT,工具辅助学习的能力,学生领域的指标,新加坡,（,Singapore,）,起步,中级水平,先进水平,高级水平,没有达到,MP3,的成果,接近,MP3,的成果,达到了,MP3,的成果,超过了,MP3,的成果,BY(I)TES,评估等级,新加坡,（,Singapore,）,韩国,(,Korea,),教育信息,化评估,指标,指标开发,过程,指标开发,目的,第一套指标（,2001,年）,当前指标（,2010,年）,主要内容,Main Contents,韩国,(,Korea,),指标开发目的,one,two,three,Develop indicators to measure ICT use in elementary and secondary education.,测量中小学的,ICT,使用情况。,Illustrate how to use the indicators to measure the current status.,解释如何使用指标衡量现状。,Identify the divide between schools in term of regions, sizes, levels, and types of schools.,确定不同区域、规模、类型学校之间的数字鸿沟。,韩国,(,Korea,),指标开发过程,开发模型,分析活动,指标计算,试验性指标,专家审核,学校试验,指标修订,二次试验,指标形成,韩国,(,Korea,),第一套指标框架（,2001,年）,输入,运用,输出,支持,软件，硬件,教师,学生,因特网,教师,学生,韩国,(,Korea,),Inputs,输入,Indicators,指标,Support,支持,Training hours of the principal(hrs/1yr.),校长培训时长（小时,/,年）,Training hours of teachers implemented by the school itself (hrs/1yr.),学校组织的教师培训时长（小时,/,年）,Training hours on ICT use in education per teacher (hrs/1yr.),教师人均,ICT,应用培训时长（小时,/,年）,Percentage of budget for ICT use among the school operating budget(%),学校经费预算中，用于,ICT,的预算所占的比例（,%,）,Percentage of teachers in the department of ICT (%),I,CT,院系教师的比例（,%,）,Whether to lay out a year plan for ICT use (Yes=1, No=0),是否制定了,ICT,使用的年度计划（是,=1,，否,=0,）,Whether to have an incentive system for ICT personnel (Yes=1, No=0),是否对,ICT,人员设立了激励制度,（是=1，否=0）,详细指标（,2001,年）,韩国,(,Korea,),Inputs,输入,Indicators,指标,H/W, S/W,硬件，软件,Number of students per computer,生机比,Number of computers per teacher,师机比,Percentage of computers less than 3 year old (%),使用时间低于,3,年的计算机比例（,%,）,Percentage of computers connected to Internet (%),能够联网的计算机比例（,%,）,Speed of Internet connection (Kb/Second),网络连接的速度（,Kb/,秒）,Number of educational software (CD-ROM Titles),教育软件的数量（,CD-ROM,）,Percentage of computers equipped with 5 basic applications(%),装有,5,个基本应用程序的计算机比例（,%,）,详细指标（,2001,年）,韩国,(,Korea,),Utilization,运用,Indicators,指标,Teachers,教师,Percentage of subjects utilizing multimedia materials for teaching and learning through WWW (%),教学中借助因特网使用多媒体资源的课程比例（,%,）,Percentage of classes using webboard (%),使用网络平台的课堂比例（,%,）,Percentage of subjects using webboard (%),使用网络平台的课程比例（,%,）,Percentage of teachers participating in an association regarding ICT use (%),教师参与,ICT,应用协会的比例（,%,）,Percentage of subjects using computer lab (%),利用计算机实验室上课的课程比例,（,%,）,Percentage of functions of the Information System being used (%),信息系统中被使用的功能比例,（,%,）,Whether to use electronic administrative system (Yes=1, No=0),是否使用了电子政务系统,（是=1，否=0）,Number of posts written for and by parents,与家长有关的帖子的数量,详细指标（,2001,年）,韩国,(,Korea,),Utilization,运用,Indicators,指标,Students,学生,Hours of use of computer per a student (hrs/1yr.),人均使用计算机的时长,（小时,/,年）,Percentage of students participating special programs after school regarding ICT (Elementary)(%),学生在课后参与,ICT,相关项目的比例（小学） （,%,）,Whether to teach about computer (Secondary)(Yes=1, No=0),是否教授计算机（初中）,（是=1，否=0）,Percentage of subjects that teachers collect assignments through webboard (%),教师通过网络平台收作业的课程比例,（,%,）,Number of students searching library DB per day,搜索图书馆数据库的日均学生人数,Percentage of student-governing community utilizing web environment (%),利用网络环境进行管理的学生社团比例,（,%,）,Whether to have a program regarding Internet ethics (Yes=1, No=0),是否有因特网使用道德的项目（,是=1，否=0）,Number of web communities per class,班级网络社区的平均数,详细指标（,2001,年）,韩国,(,Korea,),Utilization,运用,Indicators,指标,Internet,因特网,Usage of Internet (Kb/Second),因特网的使用,(Kb/,秒,),Number of Access to school website per week,学校网站平均每周访问量,How often to revise school website (days),学校网站更新频率,详细指标（,2001,年）,韩国,(,Korea,),Outputs,输出,Indicators,指标,Teachers,教师,Percentage of teachers having email address (%),拥有电子邮箱的教师比例,(%),Percentage of teachers having homepage (%),拥有个人主页的教师比例,(%),Percentage of teachers having certificates regarding ICT (%),拥有,ICT,相关资格证书的教师比例,(%),Percentage of teachers participating educational S/W contests (%),参与教学软件竞赛的教师比例,(%),详细指标（,2001,年）,韩国,(,Korea,),Outputs,输出,Indicators,指标,Students,学生,Percentage of students having email address (%),拥有电子邮箱的学生比例,(%),Percentage of students having homepage (%),拥有个人主页的学生比例,(%),Percentage of students having certificates regarding ICT (%),拥有,ICT,相关资格证书的学生比例,(%),Percentage of students participating educational S/W contests (%),参与教学软件竞赛的学生比例,(%),Percentage of students completing the ICT course(32hours) (%),完成,ICT,课程（,32,小时）的学生比例,(%),详细指标（,2001,年）,韩国,(,Korea,),当前指标框架（,2010,年）,Categories,类别,Weight,权重,No of Indicators,指标数量,Human Resource Inputs,人力资源输入,27.5%,7,Physical Resource Inputs,物理资源输入,22.5%,9,Utilization,运用,50.0%,9,韩国,(,Korea,),当前指标（,2010,年）,Categories,类别,Indicators,指标,Weight,权重,Personal Resource Inputs,人力资源输入,(.275),*Training hours of the principal,校长培训时长,.035,*Training hours on ICT use in education per teacher,教师人均,ICT,应用培训时长,.045,*Training hours of teachers implemented by the school itself,学校组织的教师培训时长,.020,*Percentage of teachers in the department of ICT,I,CT,院系教师的比例,.034,Whether to have a department head for ICT Use,是否有,ICT,应用部门,.062,Number of staff in the department of ICT use,ICT,应用部门的员工数,.021,*Percentage of teachers having certificates regarding ICT,拥有,ICT,相关资格证书的教师比例,.058,当前指标（,2010,年）,Categories,类别,Indicators,指标,Weight,权重,Physical Resource Inputs,物理资源输入,(.225),*Percentage of budget for ICT use among the school operating budget,学校预算中,ICT,预算所占的比例,.053,*Number of students per computer,生机比,.019,Percentage of the classes with multimedia devices,配有多媒体设备的教室比例,.027,Number of digital resources being used,使用的数字化资源数量,.034,*Speed of Internet connection,网络连接速度,.019,Whether to have a filtering system and ensure web accessibility,是否有过滤系统确保网络可访问性,.020,Percentage of budget to buy contents and software among the ICT use budget,在,ICT,预算中购买软件资源的预算比例,.009,Percentage of classes with ICT devices,配有,ICT,设备的教室比例,.014,Number of ICT classroom,ICT,教室数量,.030,韩国,(,Korea,),韩国,(,Korea,),当前指标（,2010,年）,Categories,类别,Indicators,指标,Weight,权重,Utilization,应用,(.500),Percentage of students who have self evaluation for Internet addiction disorder,自评有网瘾的学生比例,.020,Whether to have school website to provide access to educational resources and to share teaching-learning materials,学校是否有网站用于提供教育资源和分享教学材料,.045,Whether to have a webboard for parents and number of questions of parents and answers from teachers per month,是否有网络平台用于家长的交流,.025,*Percentage of students participating educational S/W contests,参加教学软件竞赛的学生比例,.020,*Number of training hours for Internet ethics and copyright,互联网道德和版权知识培训的小时数,060,*Number of hours utilizing computer for teaching and learning subjects,利用计算机进行教学的小时数,*Number of ICT teaching and learning materials developed by the teachers,教师开发的,ICT,教学材料的数量,Whether to have a recommended percentage for ICT use in teaching subjects,是否设定了教学中使用,ICT,的恰当比例,.078,*Percentage of teachers having certificates regarding ICT,拥有,ICT,资格证书的教师比例,*Percentage of teachers participating in an association regarding ICT use,参加,ICT,应用协会的教师比例,.060,*Percentage of students participating special programs after school regarding ICT (Elementary),课后参加,ICT,相关项目的学生比例（小学）,.063,*Whether to teach about computer (Secondary),是否教授计算机（初中）,.129,SABER,覆盖区域,简介及目的,评估用途,教育信息化评估工程,亚洲及太平洋地区,主要内容,Main Contents,SABER,为了缩小差距，,2010,年联合国教科文组织和世界银行共同制定评估制度并在东亚和东南亚开展了教育绩效标杆管理试点工程（,SABER,）。,In response to this gap, in 2010 UNESCO BKK partnered with the World Bank to embark on the,System Assessment and Benchmarking for Education Results,(SABER) pilot project in East and Southeast Asia,亚洲及太平洋地区,SABER,的目的是,:,对试点国家进行系统的监测，并提供给他们诊断工具用以加强他们的教育体系的绩效，这些诊断工具都来自于基于全球的标准和最好的实践案例制定出的教育政策基准。,assist countries to,systematically examine and strengthen the performance,of their education systems by providing,diagnostic tools,that benchmark education policies according to,evidence-based global standards,and best practice,SABER,的覆盖领域,17,个政策领域, 8,个小规模试验点,评估体系,Assessment systems,Early childhood development,Engaging the private sector,Fragile states/conflict,信息系统,Information systems/EMIS,Equity and inclusion,高等教育,Tertiary education,Political economy,Finance,Workforce development,教师,Teachers,教育技术,Education technology/ICT *,School health/nutrition,School feeding,School quality assurance,拓展学习机会,Tracking/extending learning opportunities,学校的自主性和义务,School autonomy and accountability,The education system,亚洲及太平洋地区,评估用途,The uses of national assessments vary widely,最常见的官方评估目的,/,用途,Most common official purposes / uses of the assessment scheme,比例,Percentage of jurisdictions* with an assessment scheme that answered yes,1,监视教育质量,Monitor education quality,92,2,给教师提供有关教学法的信息,Support teachers by providing pedagogically relevant information,58,政策评估,Policy or program evaluation,对表现不佳的学校和教师提供指导和支持,Provide support and guidance to underperforming schools and teachers,3,学校责任（如：重视、鉴定、认证等）,School accountability (e.g., recognition, probation, accreditation, closure),50,学生责任（如：进步、坚持等）,Student accountability (e.g., promotion, retention, graduation, admission),制定政策或决策,Policy design or decision making,4,监测教育不均衡的情况,Monitor education inequalities,42,5,促进学校、区域需求和学校选择间的竞争,Promote competition among schools, orient demand and school choice,25,6,教师责任（奖励、审查、晋升）,Teacher accountability (e.g., bonuses, probation, promotion),17,亚洲及太平洋地区,教育信息化评估工程,Survey of countries evaluating ICT use in education,Country,Indicators used,Australia,Input, Process, and Outcome,CIS and Balkan countries,Input and Process,Canada,Input, Process, and Outcome,Europe (Denmark, Sweden, Finland, Norway, UK),Input, Process, and Outcome,India,Input and Process,Indonesia,Input,Japan,Input and Process,Korea, Republic of,Input, Process, and Outcome,Malaysia,Input and Process,New Zealand,Input and Process,Philippines,Input,Slovenia,Input,South Africa,Input, Process, and Outcome,Thailand,Input and Process,UK,Input, Process, and Outcome,USA,Input, Process, and Outcome,Uzbekistan,Input and Process,Vietnam,Input,很多国家忽略了与结果相关的指标。,即使有与结果相关的指标，学生的学习并不是最主要的评估目的。,student learning is not the primary evaluation objective.,定向的研究工程能够解决这一问题，并能帮助形成更有效的,ICT,政策和工程,Targeted research projects can correct this problem, and help to shape more effective ICT policies and projects.,亚洲及太平洋地区,联合国教科文组织,(,UNESCO,),教育信息化,评估指标,什么是好的指标？,指标的,构成要素,开发指标,需要考虑,的问题,指标开发的过程,指标框架,主要内容,Main Contents,什么是好的指标？,1.,反映政策,2.,数据源可靠,6.,可信,4.,指标易计算,3.,数据易收集,5.,易理解 易使用,什么是好的指标？,联合国教科文组织,(,UNESCO,),指标的构成要素,1.,统计定义,2.,目的,6.,方法问题,及限制,4.,收集方法,3.,数据要求及,计算方法,5.,解释,指标的构成要素,联合国教科文组织,(,UNESCO,),开发指标需要考虑的问题,联合国教科文组织,(,UNESCO,),1,2,3,4,Meeting different country conditions/,perspectives,满足不同国家的状况,Secure country commitment to collect and produce internationally comparable data,收集、产生具有国际比较性的数据,Establish a viable basis for regular monitoring,建立可靠的基础用以日常监测,Reduce response burden on countries,减轻国家的负担,2009,联合国采用,UIS,提议的核心指标,2009,对新的问卷调查原型在,25,个国家进行测试,2009,审查、验证并发布指标参考指南,2006,2008,2009,2010,What have been done so far?,目前,所做的工作,2006-2007,区域协商,2007,全球范围的调查,2008,在会议上对指标的,详细规范进行第一次提议,2010,在拉丁美洲,进行区域调查,指标开发的过程,联合国教科文组织,(,UNESCO,),指标框架,联合国教科文组织,(,UNESCO,),一级指标,包含的二级指标数量,Political commitment,政治承诺,10,Public-private partnership,公立,-,私立学校的参与,5,Infrastructure,基础设施,20,Teaching staff development,教职工发展,8,Usage,运用,4,Participation, skills and output,参与，技能和输出,6,Outcomes and impact,结果和影响,3,Equity,公平,2,详见具体指标,测量学生,的数字化,技能,ICILS,研究问题,ICT,对教育 的影响,ICILS,研究计划,ICILS,研究手段（方法）,欧盟,(,European Commission,),主要内容,Main Contents,Economic,growth,Social development,ICT,对教育的影响,学生的数字化技能,学生的学习,教师的技能和教学方法,欧盟,(,European Commission,),Experiences from the EC:,measuring students digital skills,来自欧盟的经验：测量学生的数字化技能,ICILS research questions,研究问题,国家之间有何差异？,学生技术背景的哪些特征与计算机和信息素养有关？,学生的哪些个性特征与计算机和信息素养有关？,教育系统和学校如,何提高学生的计算,机和信息素养？,International Computer and Information Literacy Study,计算机和信息素养国际研究,欧盟,(,European Commission,),2010,2011,2012,2013,2014,Framework and instrument development,框架和工具开发,Establishment of testing platform and finalization of framework and instruments,建立测试平台，完善框架和工具,Field trial,试验,Main survey data collection,调查数据收集,Reporting,报告,研究计划,Timeline,International Computer and Information Literacy Study,计算机和信息素养国际研究,欧盟,(,European Commission,),ICILS instruments,研究手段（方法）,学校问卷,教师问卷,学生问卷,国家情况调查,International Computer and Information Literacy Study,计算机和信息素养国际研究,欧盟,(,European Commission,),Teacher questionnaire,International Computer and Information Literacy Study,计算机和信息素养国际研究,欧盟,(,European Commission,),学生问卷,It will gather information about computer use in and out school, attitudes to technology, self-reported proficiency and students background characteristics,收集学生在校内外外使用计算机的信息、对技术的态度、自我评价的技术掌握程度以及学生背景特征的信息。,ICILS instruments,研究手段（方法）,Teacher questionnaire,International Computer and Information Literacy Study,计算机和信息素养国际研究,欧盟,(,European Commission,),教师问卷,It will gather information about teacher use of computers and about competence in using computers.,收集教师使用计算机以及教师使用能力的信息。,ICILS instruments,研究手段（方法）,Teacher questionnaire,International Computer and Information Literacy Study,计算机和信息素养国际研究,欧盟,(,European Commission,),学校问卷,To be completed by the school principal or by the information technology coordinator. It will ask about computing resources, policies and practices regarding the use of ICT at school.,由学校校长或者信息技术协调员完成问卷，问题包括计算机资源以及学校在,ICT,使用方面的政策和实践。,ICILS instruments,研究手段（方法）,Teacher questionnaire,International Computer and Information Literacy Study,计算机和信息素养国际研究,欧盟,(,European Commission,),国家调查,It will collect systemic data on: education policy and practice in CIL, policies and practices for developing the CIL expertise of teacher, and policies regarding,the introduction of digital technology in school.,收集系统数据：教育政策、计算机和信息素养实践、培养计算机和信息素养专家教师的政策实践、向学校引进数字化技术的政策。,ICILS instruments,研究手段（方法）,教育,信息化,指标,国内研究工作案例,我国教育信息化发展阶段分析,国际比较,综合评估模型（祝智庭）,我国教育信息化指标,主要内容,Main Contents,我国教育信息化发展阶段分析,我国教育信息化指标,教,-,学水平,（,From UNESCO-APEID,，,2005,）,兴起,应用,融合,革新,技术,水平,目前状态,教育信息化指标体系：国内研究工作案例,From: “,教育信息化建设与应用研究”第一工作组,.,我国教育信息化建设与应用现状调研与分析各部分分报告,.2008,年,11,月,.,王珠珠，刘雍潜，黄荣怀等,.,中小学教育信息化建设与应用状况的调查研究,报告,J.,中国电化教育，,2005,，（,10,）,我国教育信息化指标,教育信息化指标体系：国际比较,我国教育信息化指标,教育信息化综合评估模型（祝智庭）,视角维,Views,角色维,Roles,发展维,Evolution,我国教育信息化指标,视角维,我国教育信息化指标,教育信息化综合评估模型,我国教育信息化指标,用户视角指标,教育信息化综合评估模型,财务视角指标,我国教育信息化指标,教育信息化综合评估模型,营运视角指标,我国教育信息化指标,教育信息化综合评估模型,变革视角指标,我国教育信息化指标,教育信息化综合评估模型,Thank You !,