疫情后,数字技术的教育使用是否发生了变化? 一个纵向研究研究
Juan-Ignacio Pozo1, Beatriz Cabellos2, María Del Puy Pérez Echeverría1
1Department of Basic Psychology, Faculty of Psychology, Autonomous University of Madrid, Madrid, Spain.
PloS one
|December 12, 2024
概括
封锁后三年,教育中的数字工具使用量下降,特别是评估. 然而,经验丰富的教师越来越多地使用技术以以学生为中心的学习,强调培训的必要性.
科学领域:
- 教育技术的教育技术
- 数字学习环境 数字学习环境
- 教师专业发展教师专业发展
背景情况:
- 由于COVID-19的流行,教育界需要迅速转向数字化工具.
- 了解这种过渡对教学实践的长期影响至关重要.
研究的目的:
- 评估在初级和中等教育中持续使用数字工具的情况,在最初的COVID-19封锁三年后.
- 确定以教师为中心的数字活动与以学生为中心的数字活动的变化.
主要方法:
- 一项纵向研究涉及144名中小学教师.
- 使用了封锁期间和封锁后三年收集的问卷数据.
主要成果:
- 观察到数字资源频率的普遍下降,特别是在态度和评估任务方面.
- 在口头和程序学习活动中,以教师为中心的方法仍然存在.
- 经验丰富的教师表明,在以学生为中心的活动中,数字工具的采用越来越多.
结论:
- 先前教师与技术的经验是有效的数字工具集成的重要因素.
- 持续的教师培训对于加强数字工具的整合,以提高教学成果至关重要.
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