Chapter 31
Chapter 31
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第31章
DOI：
10.1515/9783110214130.383
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
William E. Blanton
中科院分区：
文献类型：
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作者：
Adriana L. Medina;M. Tobin;Paola Pilonieta;L. Chiappone;William E. Blanton
计算机媒介交流（CMC）在教师培训中越来越普遍。本章将重点关注CMC的应用，并将提供如何在P-12教室中使用技术以及对学生学习的潜在影响的见解。本章的目的是：(a)描述围绕数字技术和电信安排的职前教师（PST）监督模式的发展、实施、结果和可持续性，为从事学生教学实习的PST提供监督和支持；(b)讨论如何利用所利用的技术，让PST参与他们未来的课堂(特别是视频会议、即时通讯、视频共享、以及对当前实践的批判性分析和反思)。作者围绕文化历史活动理论（CHAT）的原则，以多媒体平台为媒介，以教学实验室的形式创造了一个虚拟的地理第三空间。作者还为pst提供了在该空间内进行互动的机会，以便进行反思和分享最佳实践。
Computer-mediated communication (CMC) is becoming common place in the preparation of teachers. This chapter will focus on the application of CMC and will provide insight on how technology can be used in P-12 classrooms and potentially impact student learning. The purpose of the chapter is to: (a) describe the development, implementation, outcomes, and sustainability of a pre-service teacher (PST) supervision model arranged around digital technology and telecommunications, providing supervision and support for PSTs engaged in a student teaching internship, and (b) to discuss how the technology utilized may later be utilized by participating PSTs in their future classrooms (specifically videoconfer-encing, instant messaging, video sharing, and the critical analysis and reflection of current practices). The authors created a virtual-geographical third space in the form of a Teaching Lab that was mediated with a multimedia platform and designed around the principle of Cultural-Historical Activity Theory (CHAT). The authors also provided opportunities for PSTs to interact within that space for reflection and the sharing of best practices.