数字课堂中的教学:对跨学科教师的态度,技术能力和教师的访问进行定量分析
Ericson Alieto1, Bernadeth Abequibel-Encarnacion1, Edison Estigoy2
1Western Mindanao State University, Philippines.
Heliyon
|February 1, 2024
概括
教师通常对在线教学有积极的态度,并具备良好的技术技能. 性别对这些因素没有显著的影响,但对技术的访问,特别是科学教师的访问,需要改进,以实现有效的在线教育.
科学领域:
- 教育技术的教育技术
- 教师专业发展教师专业发展
背景情况:
- 越来越多的人依赖在线教学,需要了解教育工作者的观点和能力.
- 随着COVID-19的流行,在线教学的普及加速了,突出了有效的数字教学的必要性.
研究的目的:
- 调查教育工作者对在线教学的态度.
- 评估教师的技术能力和对技术的准入.
- 检查这些领域潜在的性别差异.
主要方法:
- 定量-描述-相关研究设计.
- 分析态度,技术能力和访问之间的关系.
- 基于性别的比较分析.
主要成果:
- 教育工作者通常对在线教学持有适度有利的态度.
- 教师表现出良好的技术能力和普遍充足的访问,与科学教师报告更受限制的访问.
- 在态度,熟练程度或获取方面没有发现明显的性别差异.
结论:
- 教师对在线教学的态度与他们的技术能力和访问有积极的相关性.
- 提高技术技能和确保公平获取对于成功的在线教育整合至关重要.
- 持续的专业发展对于支持教师在不断变化的数字学习环境中至关重要.
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