在课堂上使用数字技术的开放动态情况:调查教师的干预
Maha Abboud1,2, Janine Rogalski1,2
1LDAR, CY Cergy Paris Université, 95000 Cergy, France.
概括
教师在课堂上管理数字技术 (DT) 时面临新的挑战. 他们必须诊断学生的困难,并在动态的,技术驱动的学习环境中调整干预措施.
科学领域:
- 教育技术的教育技术
- 课堂管理 课堂管理
- 教师专业发展教师专业发展
背景情况:
- 教学模式是管理开放的动态情况.
- 教师的角色包括诊断学生的活动,管理不确定性,并做出干预决策.
- 现有的研究重点是教师在基于数字技术 (DT) 的课程中的干预.
研究的目的:
- 调查教师的诊断和干预策略,当在基于DT的课程管理意想不到的困难.
- 扩大对教师在"开放动态情况"模式中的活动的理解.
- 分析教师如何管理学生与技术互动产生的多种交织的动态情况.
主要方法:
- 使用四个教师案例研究的定性研究.
- 分析教师的干预和诊断过程在DT增强的教室.
- 应用"开放动态情况"模型来理解教师的决策.
主要成果:
- 与传统环境相比,教师对学生困难的诊断过程在DT环境中显著不同.
- 教师必须对与DT互动的学生所需的教学支持做出更多推断.
- 教师管理多个并发的动态情况 (迷你课),受学生技术互动的影响,需要更广泛的诊断范围.
结论:
- 在课堂上管理DT需要教师新的诊断技能和适应性干预策略.
- "开放的动态情况"模型为理解教师使用DT活动的复杂性提供了一个框架.
- 有效的教师干预需要推断学生的个人需求及其对整个班级的影响.
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