预服务教师的数字能力:来自33个国家的专家对课程变革的全球视角
1Institute of Education, Jagiellonian University, Stefana Batorego 12 Street, Kraków, Poland.
Evaluation and program planning
|June 3, 2024
概括
本研究确定了预服务教师的基本数字能力,强调课程更新以有效地整合技术. 它强调了全球教师教育计划中需要增强数字技能和媒体素养的需要.
科学领域:
- 教育教育教育教育教育教育.
- 媒体教学的教学.
- 信息社会 信息社会
背景情况:
- 信息社会的快速发展需要对教师服务前教育进行重新评估.
- 目前的教师培训计划在有效发展数字能力方面面临着挑战.
- 越来越需要定义和培养新一代教育工作者所需的数字技能.
研究的目的:
- 确定未来教师数字能力的核心组成部分.
- 探索在学术环境中开发这些数字能力的有效方法.
- 为更新服务前教师课程提供建议.
主要方法:
- 对35位国际媒体教学专家进行了定性采访.
- 在2022年6月至9月期间,使用了Delphi方法.
- 基于理论的原则被用于数据分析.
主要成果:
- 专家们确定了课程修改的关键领域,包括数字内容创建和管理.
- 信息和通信技术 (ICT) 整合到课题中得到了重视.
- 重点是软技能的发展,课堂互动性,ICT的社会方面,远程学习和先进的数字能力.
- 分析ICT的影响,数据保护,电子风险和对残疾人的支持也被认为是关键领域.
结论:
- 预服务教师课程需要进行重大更新,以解决数字能力的多方面的性质.
- 有效地发展数字技能对于为现代信息社会准备教师至关重要.
- 未来的教师教育需要采用包括技术,教学和道德考虑在内的综合方法.
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