教练的艺术:在复杂的医院学校环境中解决移动技术的整合问题
Dorit Maor1, Katherine Mitchem2, Rachel Drewry1
1Murdoch University, AU.
Continuity in education
|May 22, 2024
概括
一个个性化的指导计划有效地支持教师在医院学校整合移动技术. 这种专业发展模式强调了对独特环境的反思和定制策略.
科学领域:
- 教育技术的教育技术
- 医学教育 医学教育
- 定性研究是指质量研究.
背景情况:
- 专业发展对于将新技术纳入教育环境至关重要.
- 医院学校在采用技术方面面临着独特的挑战,原因是专门的环境和各种学生需求.
- 移动技术为教学和学习提供了潜在的好处,但需要有效的教学融合.
研究的目的:
- 检查辅导计划对医院学校移动技术整合的影响.
- 开发和评估一个个性化的教练模型,以在这个独特的环境中提供专业发展.
- 确定有效的策略,以支持教师有目的地使用移动技术.
主要方法:
- 一个为期12个月的定性研究,涉及两个组成部分的专业发展计划.
- 组件1:引入移动技术整合的教学模型.
- 组件2:由技术专家 (iCoach) 提供个性化一对一和小组辅导,包括反思策略.
主要成果:
- 一个有效的,个性化的辅导模式出现了,适合个人教师和医院环境.
- 主要主题包括医院环境的独特需求以及教师和iCoach的多方面的角色.
- 一个反思策略是不可或缺的,促使教师在他们的实践中批判性地评估技术使用.
结论:
- 个性化辅导对于将移动技术整合到医院学校等专业教育环境中是有效的.
- 制定了指导方针,以协助教师在教学上整合技术.
- 解决环境挑战和提供量身定制的支持对于成功采用技术至关重要.
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