澳洲媒体学代写ASSIGNMENT:研究的有效性

澳洲媒体学代写ASSIGNMENT:研究的有效性

从研究的有效性,在课堂上的信息和通信技术的证据突出了教师的作用的重要性(见,例如,罗杰斯和野生1996)。前面讨论的软件技能,探讨了一些规划和培训方面的作用。现在我们在科学课上转向活动的管理。在这里,它可能是更合适的考虑信息和通信技术对教师的角色,而不是相反的效果。在实践中,教师和软件的影响是相互依存的,在科学中的信息和通信技术的成功取决于教师的战略,但教师的工作模式,在实验室或教室受信息和通信技术的影响。在实验室或教室,教师的各种角色,他们学会平衡和编排(无爱的1995:20)。传统上,这些包括领导、激励、管理、知识提供者、翻译、顾问、督导、质量控制、故障诊断、挑战者和答辩。当信息和通信技术被引入到实验室或教室,这些角色保留,但它们的相对重要性需要调整。

澳洲媒体学代写ASSIGNMENT:研究的有效性

Evidence from research into the effectiveness of ICT in the classroom highlights the importance of the role of teacher (see, for example, Rogers and Wild 1996). The preceding discussion of software skills has explored some of the planning and training aspects of this role. We now turn to the management of the activity during the science lesson. Here it might be more appropriate to consider the effect that ICT has on the teacher’s role, rather than the converse. In practice, the effects of the teacher and the software are mutually interdependent; the success of the ICT in science depends upon the teacher’s strategy, yet the teacher’s mode of working in the laboratory or classroom is affected by ICT. In the laboratory or classroom, teachers have a variety of roles, which they learn to balance and choreograph (Loveless 1995: 20). Traditionally, these include leader, motivator, manager, knowledge provider, interpreter, adviser, prompter, quality controller, trouble-shooter, challenger and respondent. When ICT is introduced into the laboratory or classroom, most of these roles are retained but their relative importance needs to be adjusted.

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