Partners in Learning: Twelve Ways Technology Changes the Teacher-Student Relationship
Partners in Learning: Twelve Ways Technology Changes the Teacher-Student Relationship
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学习伙伴：技术改变师生关系的十二种方式
DOI：
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发表时间：
1998
期刊：
影响因子：
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通讯作者：
B. McGrath
中科院分区：
文献类型：
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作者：
B. McGrath
对于在课堂上试验过技术的教师来说，这是一个漫长而艰巨的过程，这并不令人惊讶。将计算机、电信工具或其他技术资源引入学生的学习体验并不会自动带来学习效果的改善。精通计算机和其他技术的教师和管理人员都知道，要有效地将计算机和其他技术结合起来，教师需要：*熟悉技术本身；*探索软件、光盘、互联网和其他课程资源，以确定哪些资源可以增强和丰富他们目前的课程；*审查他们的课程，以确定如何最好地将这些技术资源整合到他们的教案中；*修改教案，以纳入技术资源；*在课堂上试验课程；*评估课程的运行情况；以及*改进课程。在史蒂文斯理工学院改进工程和科学教育中心(CIESE)，我们与教师、管理人员、学校和学区合作了10年，致力于将技术整合到K-12科学和数学教育中。这些合作不仅包括专业发展活动，还包括联系和支持学校和地区行政人员，以帮助他们规划和促进有意义和有效的技术应用。在过去的十年里，我们观察到技术整合对教师和学生产生了惊人的影响：资深教师经历了戏剧性的转变，发现了对他们觉得已经失去的技能的热情；精通技术的教师创造了奇妙的课堂体验和课程，让学生参与到现实世界的问题解决中；心怀不满的学生突然对技术工具帮助下的新领域产生了好奇；沉默寡言的学生已经成长为一个调查共同问题的小组中渴望、积极的成员。但是，随着技术的引入，教师和学生之间的互动又如何呢？当计算机和其他技术成为学习体验中有目的的一部分时，它们之间的动态发生了什么变化？计算机和电信技术如何影响教师和学生之间的关系？为了回答这些问题，我们采访了一群在科学和数学中以创新和令人信服的方式使用计算机和互联网的最前沿的教师。这些教师和他们的学校都投入了无数的时间来了解技术工具的优势，主要是软件和基于互联网的资源，并计划有意义的活动，以满足他们自己的课程目标并丰富他们的学生的学习体验的方式使用这些工具。尽管他们的年级水平、学科内容、教学风格和学生的社会经济条件不同，但教师们在评估技术如何影响他们与学生的互动时表现出令人惊讶的团结程度。尽管在课堂上使用技术的方式和有创造力的教师一样多，但我们在与这些教师的交谈中发现了12个关键主题：1.技术提高了学生的积极性，受激励的学生更容易接受、更投入、更有可能学习。科妮莉亚·罗杰斯(Cornelia Rogers)是新泽西州泽西城一所贫困的城市学校P.S.22的八年级理科老师，她说，当我的学生知道我们将把电脑作为当天课程的一部分时，他们的积极性很高。他们急于上手，他们坚持不懈，行为问题较少，他们的坚持性比更传统的课程要大得多。罗杰斯描述了一堂关于概率的课，她将动手活动与电子表格结合起来，预测旋转器降落在某种颜色上的次数百分比，以记录和分析数据并做出预测。…
It's no surprise to teachers who've experimented with technology in the classroom that it's a long and arduous process. Introducing a computer, telecommunications tools or other technological resources into students' learning experiences doesn't automatically result in improved learning. Savvy teachers and administrators know that effective integration of computers and other technology requires that teachers: * become comfortable with the technology itself; * explore software, CD-ROM, Internet-based and other curriculum resources to identify those that might enhance and enrich their current curriculum; * review their curriculum to determine how best to integrate these technology resources into their lesson plans; * revise the lesson plans to incorporate the technology resources; * experiment with the lessons in the classroom; * assess how well things worked; and * refine the lesson. At Stevens Institute of Technology's Center for Improved Engineering and Science Education (CIESE), we have been working with teachers, administrators, schools and districts for 10 years on the integration of technology into K-12 science and mathematics education. These collaborations have encompassed not only professional development activities, but liaison and support for school and district administrators to assist them in planning and fostering meaningful and effective applications of technology. Over the last decade, we have observed astounding effects of technology integration on teachers and students: veteran teachers who undergo a dramatic transformation and find a sense of enthusiasm for their craft which they felt they'd lost; tech-savvy teachers who create wondrous classroom experiences and lessons that engage their students in real-world problem-solving; disaffected students suddenly curious about new areas of inquiry with the help of technology tools; and reticent students who've blossomed into eager, motivated members of a group investigating a common problem. But what about the interaction between teachers and students with the introduction of technology? What changes in the dynamics between them when computers and other technologies are a purposeful part of the learning experience ? How do computers and telecommunications technologies affect the relationship between teachers and learners? To answer these questions, we talked with a group of teachers who have been at the forefront of using computers and the Internet in innovative and compelling ways in science and mathematics. These teachers and their schools have all invested countless hours to learn about the strengths of the technology tools, mainly software and Internet-based resources, and to plan meaningful activities to use these tools in ways that meet their own lesson objectives and that will enrich their students' learning experiences. Key Themes Emerge Despite differences in their grade levels, subject matter, pedagogical styles and socioeconomic conditions of their students, teachers expressed a surprising degree of solidarity in their assessment of how technology affects their interactions with students. And although there are as many ways to use technology in classrooms as there are creative teachers, we found in talking with these teachers that 12 key themes emerged: 1. Technology increases student motivation, and motivated students are more receptive, more engaged, and more likely to learn. "My students are highly motivated when they know we'll be using the computer as part of the day's lesson;" reports Cornelia Rogers, 8th grade science teacher at P.S. 22, a disadvantaged, urban school in Jersey City, N.J. "They come in eager to get started, they stay on task, there are fewer behavior problems, and their persistence is much greater than in more traditional lessons." Rogers described one lesson on probability where she combined a hands-on activity to predict the percentage of times a spinner would land on a certain color with a spreadsheet to record and analyze the data and make predictions. …