教师对学生数字能力的跨课程概念进行谈判
1Department of Applied IT, University of Gothenburg, Box 100, Gothenburg, 405 30 Sweden.
概括
教师在学生的数字能力中发现了关键意识,工具管理,创造力和避免. 该研究强调,学校组织需要支持数字公民发展.
科学领域:
- 教育技术的教育技术
- 数字识字研究 数字识字研究
- 教育社会学教育的社会学
背景情况:
- 数字能力是数字社会教师跨课程政策的关键指令.
- 教师在理解和促进学生的数字能力发展方面面临着挑战.
- 现有的政策往往侧重于个别教师的能力,而不是组织的支持.
研究的目的:
- 探索教师对初中学生数字能力的看法.
- 从教师的角度确定与学生的数字能力相关的主题.
- 调查学校组织如何更好地支持促进数字能力.
主要方法:
- 这项定性研究涉及来自瑞典三个初中学校的41名教师.
- 专注小组采访进行,以促进学生对数字能力的理解.
- 专题分析被用来从采访数据中识别反复出现的主题.
主要成果:
- 四个主要主题出现了:批判性意识,工具管理,创造力和避免数字化使用.
- 报告指出,与民主数字公民关系相关的主题显著缺失.
- 教师对学生数字体验的理解有所不同.
结论:
- 学校组织在谈判和促进学生的数字能力方面发挥着至关重要的作用.
- 需要将重点从个人教师能力转移到组织支持.
- 需要进一步研究学校如何支持教师培养数字公民身份和跨课程数字能力.
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