进入“十三五”以来,我国教育信息化发展逐步从重视学校网络建设和资源配置转为重视信息技术在教育教学中的深度应用、融合创新.在这一背景下,教育信息化的评估日益受到重视,以评估驱动教育信息化的深入发展成为越来越多地区、学校的普遍做法.开展教育信息化评估,能精准衡量教育信息化发展水平,对促进科学决策,指导后续发展具有重要意义.本文首先回顾了国内外关于教育信息化评估的相关研究,并从评估的价值、内容、方法三个方面对开展评估的思路进行了分析,然后介绍了作者近年来开展教育信息化评估的实践体会,最后提出了以评估驱动教育信息化发展的若干建议:一是明确评估意义,注重以评估作为驱动教育信息化持续快速发展的主要抓手;二是转换评估重点,由投入导向的教育信息化发展水平评估转为产出导向的绩效评估;三是调整评估思路,由单维度评估转向多元交叉评估;四是创新评估手段,拓展大数据等新兴技术在评估中的深度应用.

信息技术对教育发展具有革命性影响,以教育信息化全面带动教育现代化是应对信息时代教育发展挑战的战略抉择.世界发达国家十分重视教育信息化的发展,相继制定了系列政策规划指引教育信息化的发展方向,同时采取了多项举措推动教育信息化政策目标的具体落实.本文从组织机构、发展路线、推进策略及评估机制等四个方面深入分析了发达国家教育信息化政策推进路径及其典型特征.其推进路径是:设施建设—教育应用—变革创新;其特征是:多方参与政策推进,专门组织提供长期支持,配套激励措施提升政策效能,开展评估促进政策完善.在此基础上,立足我国实际,提出了对我国教育信息化推进的启示:一是注重调动多方面力量参与,促进教育信息化政策的有序推进;二是关注教育信息化政策的倾斜性,强调基础条件的均衡发展;三是建立数字教育资源的审查与评估机制,提升数字资源服务水平;四是重视教育信息化推进工作的评估,加大对评估标准及工具的研究.

The 5 provinces in central China have similar economic standard and large educational scale. The overall development level of ICT in elementary education in central China is inferior to medium level in nationwide scope. Besides, there is considerably gap among different provinces and different districts in the same province. Based on the spot check data of 14 districts from the 5 provinces, the paper made comparative analysis on the current situation of ICT development level in elementary education in central China. This signiifcant factors which impact the development of the ICT in elementary education in central China include:(1) The disparities of digital resources become obvious. The vast majority of primary and secondary schools haven’t set up school-based resource center, and the situation of high quality digital resources supported by teaching material has become worse; (2) The recognition degree of the information-based teaching application have been gradually improved. However, the application has not been infused into the link of teaching; (3) The ICT management in elementary education is in the initial stage. The application and popularization of ICT management in elementary education should be reinforced; (4) The ICT development level in provincial capital city and side-provincial capital cities are signiifcantly higher than ordinary city. The difference of ICT development of elementary education among districts is obvious.

The rapid development of ICT in education has made great achievements in the construction of ICT infrastructure in China. Although the national investment in the ifeld of ICT in education has reached hundreds of billions, the overall development of ICT in education is less than satisfactory. The analysis of the inlfuence factors of performance evaluation has important directive signiifcance to cognize the application level of ICT in education and to promote sustainable development. Based on the empirical study of S city which located in the eastern advanced area, this paper calculates ifve major dimensions of development indexes in each district and county, analyzes the cross effect between the ifve dimensions by multiple regression method, and explores the main inlfuence factors of performance evaluation of ICT in education in the district and county level. This paper ifnds that the eight indexes including the indexes of information terminal for teachers, campus network, digital resources, resources platform, ICT in educational management, learning space, willingness of students and curriculum of ICT have different inlfuence on the development of ICT in education.

In the field of educational informatization, the imbalance between the inputs on infrastructure and the outputs on application has caused wide concern. One of the approaches to solving the problem is to change the orientation of the performance evaluation of educational informatization. Based on Data Envelopment Analysis (DEA), this paper implements a basic educational informatization performance evaluation from both the inputs and the outputs perspective. The key factors accounting for the underperformance of some districts of Suzhou lie in the under-investment, the insufficient training programs and the shortage of time that students use computers. These districts should increase the spending on educational informatization and the number of training programs, and extend the length of time that students use computers.