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Global Education Monitoring Report 2023, Southeast Asia: Technology in Education; A Tool on Whose Terms? Année de publication: 2023 Auteur institutionnel: Global Education Monitoring Report Team | Southeast Asian Ministers of Education Organization (SEAMEO) Developed in partnership with the Southeast Asia Ministers of Education Organization (SEAMEO), and with the contribution of EdTech Hub, the fifth regional report focuses on technology in education in Southeast Asia. Characterized by a variety of contexts and resources, Southeast Asia has experienced a rapid growth in digital technology applications. In education, digital technologies have been identified for their potential to transform education and meet the region’s development aspirations. The regional report investigates both challenges and potentials, which technology as a tool and as a process can potentially contribute to, across and within countries, and education levels. The regional report on Southeast Asia covers 11 countries, Brunei Darussalam, Cambodia, Lao PDR, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste and Viet Nam. Extensive background research informs the regional analysis: 9 country case-studies compiled by local research teams and independent experts; 5 thematic studies produced by SEAMEO centers on open and distance learning, technology for students with disabilities, integration of technology in teaching practices, key policies issues in ICT in education; technology in technical and vocational education and training, and 3 research inputs on ICT in education practices produced by SEAMEO affiliate members and partners. 
教育技术观念的变迁和发展 Année de publication: 2020 Auteur: 王婉婉 随着西方科学技术在教学中的应用，教育技术观念经过时间的流逝在不断发展和充实。现在教育技术的内涵和概念界定已经基本明确，它在教学理论上不断深入和发展，在技术实践上不断取得突破，对教育技术观念起着引领性作用。国内外都是先有教育技术的产生，随后开始研究教育技术，所以后来才有了教育技术观念的变迁和发展。欧美国家的教育技术的发展较国内相比是比较快的，在教育技术观念的变迁中，国内在借鉴欧美国家的理论和技术的基础上也取得了长足的发展。21世纪以来，信息技术更是潜移默化的渗透到教育教学当中，让教师教学和学生学习都更加方便快捷，这都使得人们对教育技术改观并且重视教育技术的发展，这些都影响着教育技术观念的变迁和发展。 
新技术背景下传统经济学课程课程改革探索: 以财政学线上教学为例 Année de publication: 2023 Auteur: 陈婷秀 随着计算机技术、移动便携设备、大数据、云计算、人工智能等现代信息技术和设备的高速发展，信息化、便捷化、智能化进程不断推进，高等教育的信息化也在不断深化，朝着更加便捷、更加高效的方向发展，教学模式正在发生巨大、深刻的变革。本文立足新技术背景条件下，掌握了解传统经济学课程改革的需求，探讨传统经济学课程改革的思路，拓展教学模式新的途径方法。结合课程改革实践经验和特点，对照传统教学模式，从教学模式、教学内容、课堂形式、课程考核规划等方面提出了课程改革的具体举措。 
关于新媒体技术在幼儿园综合活动中的应用 Année de publication: 2022 Auteur: 曹思圆 随着互联网的深入和普及，信息化技术的发展领域也开始不断的扩大，已经逐渐发展为课堂中最受欢迎的教学模式之一，为教育教学的发展迎来了一个新的开端。幼儿时期具有极高的可塑性，他们对整个世界充满了好奇，遇到问题总爱问个为什么，在这个时期如果加以正确的引导，就会使他们的创新精神得到培养，创造力得到发挥。而新媒体技术的采用对培养孩子们的创新精神有着积极的作用。新媒体技术具有集图像、声音、动画、文字于一体的多种信息功能，向幼儿提供多种刺激，以生动直观、形象逼真的方式向幼儿呈现知识，能引起幼儿的注意力，引发幼儿的好奇心，激发幼儿的学习兴趣，使幼儿处于惊奇、探索的学习氛围中，既可激活幼儿的思维，又有利于发挥幼儿的创造力和想象力。 
미래교육시대의 인간교사와 인공지능(AI) 교사의 역할 및 기능 정립 방향 탐색 연구 Année de publication: 2021 Auteur: 전제상 Auteur institutionnel: 한국교육정책연구소 이 연구는 인공지능의 급격한 발전과 사회의 변화로 교육 현장에 점차 도입될 인공지능이 어떤 모습으로 존재해야 하는지 그리고 어떤 방식으로 학생들에게 도움을 줄 수 있는지 길을 찾고자 하였다. 이를 위하여 인공지능의 현재 상황과 선행연구를 분석하는 것으로 시작하여 인공지능(AI) 교사에 대한 현장 교사들의 인식을 양적, 질적으로 살펴보았다. 이를 토대로 미래교육시대의 교사와 인공지능(AI) 교사의 역할과 기능을 정립하고 상호보완적인 협업 방안을 모색한 후 인공지능(AI) 교사 도입에 따른 제도적, 법적, 윤리적 기준을 확인하였다.인공지능 기반의 미래 사회가 도래했다고 하여 인간교사의 역할이 크게 바뀌지는 않는다. 기존의 해오던 여러 수업과 업무 중에 우선순위의 변화가 생길 수 있고, 수업보다 행정에 할애했던 시간을 수업과 학생지도, 상담 등에 집중할 수 있게 될 것으로 기대한다. 다만 인공지능(AI) 교사 도입에 따라 야기될 윤리적 문제를 해결하기 위해서는 도입 단계부터 준비하여 지속적인 확인과 점검, 성찰을 통해 협업 과정이 목적에 알맞게 기능하도록 모든 요소에 대해 철저하게 대비하고 점검하여야 한다. 
Empowering Minds: A Round Table on Generative AI and Education in Asia-Pacific Année de publication: 2023 Auteur institutionnel: UNESCO Bangkok The emergence of generative AI, a recent groundbreaking artificial intelligence (AI) technology capable of producing sophisticated content from text and images to simulations and audiovisuals, has become a transformative force across multiple sectors. Popular applications like OpenAI’s ChatGPT and Anthropic’s Claude are prime examples of the rapidly expanding range of generative AI tools that are having an impact in education across the Asia-Pacific. These tools offer unprecedented opportunities for enabling personalized learning experiences at scale and expanding access to high-quality learning resources. However, as generative AI increasingly reshapes classrooms, critical questions remain unanswered, such as:- How can generative AI be ethically and responsibly integrated into educational settings?- What policies and safeguards are needed to address issues like misinformation, algorithmic bias and threats to academic integrity?- What challenges do Asia-Pacific countries face in harnessing generative AI in education, given the region’s unique context?- What are the strategies for Asia-Pacific countries to take up opportunities offered by generative AI, while mitigating the risks? In response to these questions and emerging challenges in the region, the UNESCO Regional Office in Bangkok (UNESCO Bangkok), in collaboration with The Southeast Asian Ministers of Education Organization (SEAMEO), organized the regional experts meeting on 7-9 November 2023 in Bangkok, Thailand. This hybrid meeting, titled ‘Empowering Minds: A Round Table on Generative AI and Education in Asia-Pacific’, explored the implications of generative AI for teacher training and development. It served as an important platform to leverage opportunities and mitigate risks of generative AI in education across the Asia-Pacific region. 
Tools for a More Inclusive Education Année de publication: 2020 Auteur institutionnel: Chile. Ministry of Education This document presents a conceptual framework to help the different educational teams deployed at the national level to devise and implement inclusive practices in their daily management, in their ways of living together and in their teaching-learning processes. This, within the framework of the promulgation of Law 20,845, modifies the General Education Law (N°20,370/2009) in its article 4, adding that “It is the duty of the State to strive to ensure quality inclusive education for all people. Herramientas para una educación más inclusiva Année de publication: 2020 Auteur institutionnel: Chile. Ministry of Education En este documento se presenta un marco técnico conceptual para contribuir a que los distintos equipos educativos desplegados a nivel nacional puedan idear e implementar prácticas inclusivas en su gestión cotidiana, en sus modos de convivir y en sus procesos de enseñanza – aprendizaje. Esto, en el marco de la promulgación de la Ley 20.845 modifica la Ley General de Educación (N°20.370/2009) en su artículo 4° agregando que “Es deber del Estado propender a asegurar a todas las personas una educación inclusiva de calidad.” 
Glocal Education in Practice: Teaching, Researching, and Citizenship (BCES Conference Books; Vol. 17) Année de publication: 2019 Auteur: Nikolay Popov | Charl Wolhuter | Louw de Beer | Gillian Hilton | James Ogunleye | Elizabeth Achinewhu-Nworgu | Ewelina Niemczyk Auteur institutionnel: Bulgarian Comparative Education Society (BCES) This volume contains selected papers submitted to the XVII Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The XVII BCES Conference theme is Glocal Education in Practice: Teaching, Researching, and Citizenship. The book includes 34 papers written by 69 authors from 20 countries. 
The Role of Education in Addressing Future Challenges Année de publication: 2020 Auteur institutionnel: Bridge 47 In response to UNESCO’s Futures of Education consultation, Bridge 47 has released the following report on the power that transformative education has to address future challenges, including those linked to inequalities, climate change and health.Through the consultation process UNESCO raises questions about the importance and purpose of education by 2050. In a fast-evolving world, Bridge 47 supports the idea that education should foster the kind of education that helps learners of all ages to become active global citizens and thus contribute to building a more just and sustainable report world for all.The report, ‘The Role of Education in Addressing Future Challenges’, further emphasises the importance of measuring and monitoring the progress towards achieving the transformative vision of education as outlined in Sustainable Development Goal Target 4.7. It is hoped that the overall Future of Education report will encourage a measuring framework for SDG 4.7 that acknowledges the connection between non-formal and formal education as well as supporting dialogue between key actors that the reflect any conceptual shifts within the fields of Education for Sustainable Development and Global Citizenship Education.