Developing Technology-Integrated Field Experience Sites in Urban Schools: Approaches, Assumptions, and Lessons Learned.
Developing Technology-Integrated Field Experience Sites in Urban Schools: Approaches, Assumptions, and Lessons Learned.
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在城市学校开发技术集成的现场体验站点：方法、假设和经验教训。
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Mark W. Newman
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作者：
J. Radinsky;K. Lawless;L. Smolin;Mark W. Newman
伊利诺伊大学芝加哥分校的教师在城市学校注入技术项目（TITUS）正在开发一种方法，以解决教师候选人在实地经验过程中体验高需求城市学校有效使用技术的机会短缺的问题。除了招聘已经擅长技术教学的导师教师外，我们的工作还包括在城市学校内发展经验丰富的教师社区-为候选人提供潜在的导师-我们支持他们学习技术教学。在我们与这些潜在导师群体深入合作的第一年里，我们发现了一些假设和互动模式，这些假设和模式可能会给技术注入带来问题，我们已经探索了一些解决这些问题的策略。这些挑战往往涉及在不同的专业发展方法之间进行权衡。本文介绍了其中一些挑战，然后举例说明我们如何在项目中解决这些挑战。
The Teachers Infusing Technology in Urban Schools project (TITUS) at the University of Illinois at Chicago is developing an approach for addressing the shortage of opportunities for teacher candidates to experience technology being used effectively in high-need urban schools in the course of their field experiences. Beyond recruiting mentor teachers who are already adept at teaching with technology, our work has involved developing communities of experienced teachers within urban schools – prospective mentors for preservice candidates – whom we support in learning to teach with technology. In our first year of intensive work with these groups of potential mentors, we have found a number of assumptions and patterns of interaction that can present problems for infusing technology, and we have explored a number of strategies for addressing them. These challenges often involve a tradeoff between different approaches to professional development. Some of these challenges are presented in the paper, followed by examples of how we have addressed them in our project.