新西兰论文抄袭:影响ICT融入儿童读写学习的因素

新西兰论文抄袭:影响ICT融入儿童读写学习的因素

通过我的调查,三位教育工作者表示,有几个因素影响着ICT融入儿童读写学习。这些因素可以分为两个方面,内部方面和外部方面。外部方面包括教育软件程序、时间和支持。内部因素包括对信息通信技术在教育中的应用的信心、教师对读写学习技术的看法和教师的教学方法。在这些因素中,教师认为一些因素似乎比其他因素更重要。例如,即使学校提供适当的软件程序和技术支持,有限的时间不允许教师在计划、操作和评估中使用技术。这些都可以从Lynn的回答中得到证明(见附录1),同时Sue也证明了program training比software program更重要。

新西兰论文抄袭:影响ICT融入儿童读写学习的因素

适当的程序培训在很大程度上不仅有助于教师掌握技术技能,而且还能改变教师的教学态度。这可以从Sue的经历中看出(见附录3)。此外,教师的态度和教学方法往往比外部因素更重要。在某些情况下,学校需要外部因素,但是教师的态度和教学方法决定了ICT能否成功融入课堂实践。教师的教育学是影响ICT整合的核心因素。传统的教师教学方法与新的技术集成教学方法存在着一些冲突。这种冲突导致一些老师感到不舒服。Corine的经验也证明了这一点(见附录2)。

新西兰论文抄袭:影响ICT融入儿童读写学习的因素

Through my survey, three educators show that several factors influence ICT integration into children’s literacy learning. These factors can be categorized into two aspects, internal aspects and external aspects. External aspects include educational software program, time and support. Internal aspects contain confidence of using ICT in education, Teachers’ perspectives for technology in literacy learning and teachers’ pedagogy.Among these factors, teachers believe that some factors seem to be more important than others. For example, even though schools provide appropriate software program and technical support, limited time does not allow teachers to use technique in planning, operating and evaluating. These can be proven by teacher, Lynn’s answers (see appendix 1). Sue, at the same time, show that program training is more important than software program.

新西兰论文抄袭:影响ICT融入儿童读写学习的因素
Appropriate program training, to large extent, helps teachers not only master technical skills, but also changes their pedagogical attitudes. This can be seen from Sue’s experience (see appendix 3). In addition, teacher’s attitudes and pedagogy tend to be the most important than external factors. In some situations, external aspects are demanded in their school, but teacher’s attitudes and pedagogy lead to whether ICT could successfully integrate into classroom practice. Teachers’ pedagogy is the core factor that influences ICT integration. There are some conflicts between teacher’s traditional teaching pedagogy and new technical integration pedagogy. This conflict causes that some teachers feel uncomfortable. This also can be proven by Corine’s experience (see appendix 2).