Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units
Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units
复制标题
支持教师利用学生作业证据定制技术增强型探究单元的技术
作者：
C. Matuk;M. Linn;B. Eylon
教师参与课程设计对于保持技术增强学习材料的相关性至关重要。定制——对给定的材料进行小的调整以适应特定的情况和环境——是忙碌的教师可以参与的一种设计活动。研究表明，基于学生作业证据的定制可以提高学习效果。在本文中，我们考察了四位初高中教师在制定基于网络的探究科学单元时的定制。我们将研究特定的技术特性是如何通过提供进行调整的工具以及通过将学生的工作作为这些调整的证据来提供定制的。从课堂视频、实地笔记观察、访谈和教师课程工件中构建的案例揭示了三种定制：(a)制定及时的教学干预措施以提供个性化指导；(b)计划活动和调整里程碑，以配合学生的进步；(c)修改现有教材，使内容更好地融入整体课程计划；(d)结合脚手架，以更好地满足学生的需求。我们还确定了支持教师定制的三个技术特性：(1)记录学生作业以供教师检查的系统；(2)进行动态、形成性评估的工具；(3)支持在多个粒度级别上重新设计单元的创作环境。最后，我们提出了支持教师定制的课程材料的设计原则，以及未来技术的发展方向，以增强教师作为设计师的参与。
Teachers’ involvement in curriculum design is essential for sustaining the relevance of technology-enhanced learning materials. Customizing—making small adjustments to tailor given materials to particular situations and settings—is one design activity in which busy teachers can feasibly engage. Research indicates that customizations based in evidence from student work lead to improved learning outcomes. In this paper, we examine the customizations of four middle and high school teachers during their enactments of web-based inquiry science units. We examine how specific technology features afforded their customizations by providing tools for making adaptations and by making student work available as evidence for those adaptations. Cases built from classroom video and field note observations, interviews, and teachers’ curriculum artifacts, revealed three kinds of customizations: (a) devising timely instructional interventions to provide individualized guidance; (b) planning activities and adjusting milestones to align with students’ progress; (c) modifying existing materials to better integrate content into overall curriculum plans; and (d) incorporating scaffolds to better address students’ needs. We also identified three technology features that supported teachers’ customizations: (1) a system that logs student work for teachers’ inspection; (2) tools for conducting dynamic, formative assessment; and (3) an authoring environment that supports the re-design of units at multiple levels of granularity. We end by suggesting design principles for curriculum materials that support teachers’ customizations, as well as future directions for technology that would enhance teachers’ participation as designers.
作为设计科学进行教学
DOI：
10.4324/9780203125083
发表时间：
2013
期刊：
--
影响因子：
--
作者：
Laurillard D
通讯作者：
Laurillard D