Toward a New Learning Ecology: Professional Development for Teachers in 1:1 Learning Environments
Toward a New Learning Ecology: Professional Development for Teachers in 1:1 Learning Environments
复制标题
迈向新的学习生态：一对一学习环境下的教师专业发展
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
John Lee
中科院分区：
文献类型：
--
作者：
Hiller A. Spires;E. Wiebe;C. Young;Karen F. Hollebrands;John Lee
随着国家经济继续从制造业向创意驱动型产业的不可逆转的转变，我们的学校-以及学校核心的教学和学习企业-也需要经历转型。这种转变的结果必须是一种教育经验和专业知识，不仅能支持而且能激发人们参与--并领导--创意驱动的创意经济。与支持新经济同样重要的是支持全球公民的教育经验和专业知识。本文认为1：1的笔记本电脑环境和相关的专业发展举措的重要性，为一个新的学习生态，提供动态的教育改革上述的催化剂。许多教育学院，特别是那些强调培养教师熟练掌握新知识和新兴技术的学院，在创建下一代学校方面具有独特的地位，可以发挥关键作用。尽管教育部的“力争上游”改革计划（U.S. Department of Education，2010）竞争激烈，也有些争议，但它指出了现任政府对创新的重视，特别是在21世纪的技能和工具方面。
Abstract As the nation’s economy continues its irrevocable shift from manufacturing toward idea-driven, creative industries, our schools — and the teaching and learning enterprise at the heart of our schools — need to undergo a transformation as well. The result of such a transformation needs to be a type of educational experience and expertise that will not only support but also ignite participation in — and leadership for — an idea-driven, creative economy. Equally important as supporting a new economy is educational experience and expertise that supports a global citizenry. This paper argues for the importance of 1:1 laptop environments and related professional development initiatives as the catalysts for a new learning ecology that provide the dynamic educational reform described above. Many colleges of education, specifically those emphasizing the preparation of teachers for proficiency with new literacies and emerging technologies, are uniquely positioned to play a pivotal role in the creation of the next generation of schools. Although the Department of Education’s Race to the Top reform initiative (U.S. Department of Education, 2010) is highly competitive and also somewhat controversial, it points out the current administration’s emphasis on innovation, especially with regard to 21st-century skills and tools.