模拟小学数字教育课程改革和专业发展计划的可持续性
Laila El-Hamamsy1,2, Emilie-Charlotte Monnier2, Sunny Avry2
1MOBOTS Group, Ecole Polytechnique Fédérale de Lausanne, Lausanne, Switzerland.
概括
维持数字教育实践需要感知到的有用性,易于实施和学校支持. 解决时间和学生学习的证据等障碍对于数字教育改革的长期成功至关重要.
科学领域:
- 教育技术的教育技术
- 课程改革课程改革课程改革课程改革课程
- 教师专业发展教师专业发展
背景情况:
- 维持教师实践的变化对于课程改革的成功至关重要,特别是在数字教育 (DE) 中.
- 关于DE实践可持续性的现有文献很少,分散,缺乏长期研究.
- 本研究通过调查教师采用DE教学内容的长期可持续性来解决这一差距.
研究的目的:
- 模拟和确定影响现任教师持续采用数字教育 (DE) 教学内容的关键因素.
- 评估DE专业发展计划对教师实践的长期影响.
- 开发和验证一个可持续采用数字教育 (SADE) 的模型.
主要方法:
- 使用结构方程建模 (SEM) 分析了287名在职小学教师的数据.
- 该研究模拟了在为期两年的专业发展计划之后一年的DE课程改革的可持续性.
- 通过验证可持续采用数字教育 (SADE) 模型,确定了关键的可持续性因素.
主要成果:
- 该SADE模型证实,感知到的有用性,易于实施和学校支持对于维持DE实践至关重要.
- 德改革模式对教师的自我效能和采用率产生了积极的影响,在学校内提供了足够的支持.
- 剩余的障碍包括缺乏时间,教师委托偏好,以及学生学习证据不足,阻碍实践稳定.
结论:
- 感知到的有用性,易于实施和学校支持对于维持数字教育改革至关重要.
- 虽然改革模式有希望,但需要持续关注时间限制和学生学习的证据等障碍.
- 研究人员和从业人员之间的协作努力对于克服这些障碍和确保DE在学校的长期可持续性至关重要.
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