Exploring the role of instructional technology in course planning and classroom teaching: implications for pedagogical reform
Exploring the role of instructional technology in course planning and classroom teaching: implications for pedagogical reform
复制标题
探索教学技术在课程规划和课堂教学中的作用：对教学改革的影响
DOI：
10.1007/s12528-013-9068-4
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发表时间：
2013
影响因子：
5.6
通讯作者：
Holden, Jeremiah
中科院分区：
文献类型：
--
作者：
Hora, Matthew T.;Holden, Jeremiah
教学技术在中学后阶段的许多教学改革中发挥着关键作用，但有证据表明，教师采用这些基于技术的创新的方式缓慢且前后不一致。改进这些努力的一个关键是了解当地的做法，并利用这些见解来设计更符合当地情况的干预措施。这项探索性研究借鉴了分布式认知研究中的实践系统理论，为产生技术使用的综合描述提供了一个框架。这一说明包括三个组成部分：(A)对当地教学技术资源库的认识；(B)关于工具使用的决策过程；(C)技术的实际课堂使用。对美国三所研究型大学数学、物理和生物系的40名教师的访谈和课堂观察，使用主题和因果网络分析进行了分析。结果表明，教师在教育技术方面既有共享的资源库，也有特定学科的资源库。采用、适应或拒绝以技术为基础的创新受到先前存在的信念和目标、先前的经验、对特定工具的感知负担以及学科的文化习俗之间的一致性的影响。课堂上对技术的使用因学科分组而异，数学家和生物学家展示的工具使用曲目相对有限，而物理学家使用的工具种类更多。此外，不同的工具与不同的教学方法和学生的认知投入类型有关。政策制定者和教学设计师可以利用这些见解为基于技术的倡议的设计和实施提供信息，特别是在确保创新与现有的信念体系和实践产生共鸣方面。
Instructional technology plays a key role in many teaching reform efforts at the postsecondary level, yet evidence suggests that faculty adopt these technology-based innovations in a slow and inconsistent fashion. A key to improving these efforts is to understand local practice and use these insights to design more locally attuned interventions. This exploratory study draws on systems-of-practice theory from distributed cognition research to provide a framework for producing comprehensive accounts of technology use. This account includes three components: (a) awareness of the local resource base for instructional technology, (b) decision-making processes regarding tool use, and (c) actual classroom use of technology. Interviews and classroom observations of 40 faculty in math, physics, and biology departments at three research universities in the U.S. were analyzed using thematic and causal network analysis. Results indicate that faculty have both a shared and discipline-specific resource base for instructional technology. The adoption, adaptation, or rejection of technology-based innovations is influenced by the alignment among pre-existing beliefs and goals, prior experiences, perceived affordances of particular tools, and cultural conventions of the disciplines. Classroom use of technology varied across disciplinary groups, with mathematicians and biologists exhibiting relatively limited repertoires of tool use while physicists used a larger variety of tools. Additionally, different tools were associated with different teaching methods and types of student cognitive engagement. Policymakers and instructional designers can use these insights to inform the design and implementation of technology-based initiatives, especially in ensuring that innovations resonate with existing belief systems and practices.