英国南安普顿essay代写:教学领域挑战

2020-01-21 16:51

这通常是对教师的一个挑战，在教学领域，建构主义学习理论是综合的，教师必须离开“喂”学生信息，而不是作为学习经验的一部分，而不是仅仅提供信息。因此，我们可以同意Khoeler和Mishrah(2009)的观点，即通过将技术、教学方法和同时具备教学技能的内容相结合，教师可以将学生的学习经验展示给学生，让他们把所学的每一课都包装起来。这意味着学生获得了交流的技能和学习能力，分享他们的知识。在泰国孔凯大学的第二个案例研究中，研究人员使用TPACK框架和建构主义学习范式来探索现实课堂中的问题(Srisawasdi, 2012)。与会者被鼓励形成开放的讨论，使用与ICT-TPACK一致的主题来处理特定领域的教学和教学工具。类似于第一个案例研究的结果被分解为TPACK的各个部分，并作为总结进行讨论:在两个案例研究中，技术知识似乎都具有教师提供某种形式的与教学和技术相一致的上下文的优势。在这两种情况下，教师都能够处理技术可靠性和学生对学科的看法，以及如何将技术整合到需求中。一些挑战是关于科技如何影响学生的不同观点，一些老师提到科技在不同的地方被看作是对学生的帮助和阻碍。教师们清楚地知道他们对学生的计划和期望，因此教学知识受到了明显的推动。他们的课程目标是明确的，因此他们能够将技术范围与他们的专业知识相结合，并允许学生通过公开讨论和技术获取信息。这些内容被认为是足够的，在整合所提出的内容方面没有提出任何挑战。在wiki案例学习的重叠学习目标中，学生满足了使用技术来满足需求的要求，可以保存文本，并在后期利用它来进一步发展自己的知识并与他人分享。在第二个案例研究中，研究人员清楚地发现，知识类别是通过ICT模块创建和实现的。看着这两个案例研究和分析TPACK是如何成功地运用,可以推断出这个学习模块与当前挑战可以帮助帮助教师以及学生在他们的学习经验和需要更多的研究来改善与这个ICT模块的学习。另一个挑战是，这个模型经常用维恩图来描述，这表明它是非常上下文相关的，因此在许多领域中适应起来似乎更有挑战性，但事实并非如此，但可以看作是一个缺点。我们知道这个模型是分层的，因为作为一个教师，你必须确保框架的不同部分是如何整合的，框架的每个部分是如何通过适当的规划呈现给学生的。因此,没有老师随意使用这个模型可以使用技术只是一个工具,因为这可能会错过的知识和不覆盖计划交付的教育学,因此这个模型有点静止的表示每个组件的框架。在查看更多的ICT模块和学习理论之后，下一点将是查看SAMR，看看这个ICT学习模块如何帮助学生学习经验。
英国南安普顿essay代写:教学领域挑战
This is often a challenge to teachers in terms of pedagogical sphere where constructivism learning theory is integrated and teachers having to move away from ‘feeding’ students information instead of being part of the learning experience instead of just giving information. Thus, one can agree with Khoeler and Mishrah (2009) that by integrating technology, pedagogy and content concurrently skilled teachers can expose students learning experience to TPACK every lesson they have. This means that students get the skills and learning ability to communicate, share their knowledge. In the second case study which took place in Khon Kaen University in Thailand, the researcher used TPACK framework with a constructivist learning paradigm to explore issues in a real-life classroom (Srisawasdi, 2012). The participants were encouraged to form open discussions, using ICT-TPACK aligned topics to address teaching and teaching tools in specific areas of concern. The outcomes similarly to the first case study was broken down into the sectors of TPACK and discussed as summarised: Technological knowledge in both case studies seemingly had the advantages of the teachers providing some form of context inline with the teaching and the technology. In both cases teachers were able to deal with technological dependability and students’ perception of the subject and how to integrate the technology into the requirements. Some challenges were provided in terms of the different views on technology how it affected students, with some teachers mentioning that technology was seen as an aid and a hinderance to students at different points. Pedagogical Knowledge was clearly driven as teachers knew what they planned and expected of the students. Their goals for the lessons indicated was clear and thus they were able to integrate the technological spectrum with their expertise and allow students to access information by open discussion and via the technology. The content was deemed to suffice and no challenges were reported with regards to the integration of what was presented. In the overlapping learning goals of the wiki case study, students met the requirements of using the technology to meet the requirements by being enabled to save the text and utilizing it at a later stage to further develop their knowledge and sharing it with others. In the second case study researchers clearly found that categories of knowledge were created and implemented through the ICT module. Looking at both these case studies and analysing how TPACK was utilized successfully, one can deduce that this learning module with the current challenges can help aid teachers as well as students in their learning experience and that more research is required in order to improve learning with this ICT module. Another challenge is that this model is often described in a Venn diagram, indicating that it is very much contextual and therefore seemingly more challenging to adapt in a host of areas, which is not the case, but could be seen as a drawback. This model is known to layer its parts knowing that as a teacher one has to make sure of how the different parts of the framework is integrated and that each part of the framework is represented in the work presented to the students through proper planning. Thus, no teacher using this model can use technology haphazardly as just a tool, as this might miss the point of knowledge and or not cover the pedagogy which is planned to be delivered, hence this model is a bit stationary in terms of its representation of each of the components of the framework. Upon looking in to more ICT modules and learning theories, next point would be to look at the SAMR and see how this ICT learning module can aid in students learning experience.

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