Barriers to teachers using digital texts in literacy classrooms
Barriers to teachers using digital texts in literacy classrooms
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教师在扫盲课堂中使用数字文本的障碍
DOI：
10.1111/j.1467-9345.2008.00480.x
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发表时间：
2008
期刊：
影响因子：
1.3
通讯作者：
E. Honan
中科院分区：
文献类型：
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作者：
E. Honan
在许多关于学校扫盲教学的报道中，有人声称，年轻人对数字文本（ICT）的熟悉可以为教师提供规划令人兴奋的创新活动的机会。然而，尽管在过去20年里进行了深入的研究和示范性的做法，但信息和通信技术渗透到扫盲教室的情况似乎并不普遍。本文报道了一项研究，教师讨论，争论和思考他们在课堂上使用数字文本。它提供了一些见解，为什么识字教师不从事数字文本作为他们的日常识字活动的一部分的原因。它还显示教师利用机构和社会的话语，学生的家庭经验对他们的学校教育的价值，数字文本的制作，以介绍印刷的工作和有关计算机和新技术的技术知识的重要性，以描述和部分克服在扫盲课堂上使用新技术的障碍。
In many accounts of school literacy teaching and learning, there are claims that young people's familiarity with digital texts (ICTs) could provide teachers with opportunities to plan exciting and innovative activities. It would seem, however, that despite intensive research and exemplary practices over the last 20 years, the infiltration of ICTs into literacy classrooms is not widespread. This paper reports on one study where teachers discussed, argued and thought about their uses of digital texts in their classrooms. It provides some insight into the reasons why literacy teachers do not engage with digital texts as part of their everyday literacy activities. It also shows teachers using institutional and societal discourses about the value of students' home experiences to their schooling, the production of digital texts for presentation of print-based work and the importance of technical knowledge about computers and new technologies, to describe and in part to overcome the barriers to using new technologies in their literacy classrooms.