Developing a better understanding of technology based pedagogy
Developing a better understanding of technology based pedagogy
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更好地理解基于技术的教学法
DOI：
10.14742/ajet.1117
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发表时间：
2009
影响因子：
4.1
通讯作者：
Jing Wu
中科院分区：
文献类型：
--
作者：
Ping Gao;D. Choy;Angela F. L. Wong;Jing Wu
本文的重点是介绍一项为期一年的混合方法研究的主要定性结果，该研究探索了一组职前教师在其教师培训计划中学习利用信息和通信技术(ICT)教学的过程。本研究显示，职前教师在使用资讯科技进行课堂教学时，在技术能力、立场、决策和行动上存在差异。大多数参与者似乎无法将他们提高的技术能力和从课程工作中获得的建构主义取向转化为教学实践。他们倾向于在教学实践中定期使用信息和通信技术来改进和加强以教师为中心的教学。然而，三名重点参与者也能够使用信息和通信技术让他们的学生参与以学生为中心的学习。他们开始展示自己的领导潜力，影响他人使用信息和通信技术加强学生的学习。研究结果表明，职前教师可能需要更多的指导、示范和合作，以便从自己的实践中更好地理解以技术为基础的教学法，以便他们能够综合他们的建构主义取向、以学生为中心的教学方法和有效地使用信息通信技术。
The focus of this paper is to present the major qualitative findings from a one year, mixed methods study that explores a cohort of preservice teachers' process of learning to teach with information and communication technology (ICT) across their teacher preparation program in Singapore. This study suggests a variation in the preservice teachers' technology competency, stances, decision making and actions in using ICT for classroom teaching and learning. The majority of the participants seemed to be unable to translate into teaching practice their increased technological competency and espoused constructivist orientation gained from the coursework. They tended to use ICT to improve and enhance teacher centred instruction on a regular basis during the teaching practicum. However, three focus participants were also able to use ICT to engage their students in student centred learning. They began to demonstrate their leadership potential in influencing others to use ICT for enhancing student learning. The findings suggest that preservice teachers may need more guidance, modelling and collaboration to develop a better understanding of technology based pedagogy from their own practice so that they can synthesise their constructivist orientation, student centred teaching approaches, and effective use of ICT.