新西兰论文代写:教育技术学研究趋势

Keywords:新西兰论文代写

我的第一个关键文本是“教育技术学研究趋势：学习环境由温研究，W（2008）这本书中看到这种区别为进化，在今天的汽液平衡的生长出来的精心设计的教学互动式模拟。从心理学的角度看，早期的计算机辅助学习坐好与皮阿格天主义的观点，而网络通信工具的使用更舒适的地方或一个学习维果茨基理论的社会自然观在维果斯基的分为6个主要的策略，可以在学校学习过程中的应用。一种教学方法是利用儿童的近侧发展区。教学应开始向区域的上限，使孩子能够达到目标的帮助和移动到更高水平的技能和知识。应提供足够的援助。这个问题“我能做些什么来帮助你？”必须要问，还是简单地观察孩子的意图和企图，让孩子能顺利获得足够的支持。当孩子犹豫时，他们必须得到鼓励。应该以这样的方式鼓励孩子练习他们的技能。另一种教学策略是使用更熟练的同行作为教师。重要的是要记住，虽然教师可以比儿童更熟练。第三个策略是监控和鼓励儿童使用私人语言。第四个策略是有效地评估孩子的近端发展区。标准化测试不是评估儿童学习的最好方法。另一个好的策略是将指令放在有意义的上下文中。这意味着使用较少抽象的材料，但让学生体验更真实的世界设置。最后的策略是用Vygotskian思想改造课堂。我相信这个理论，因为有一个不满足平衡汽液相平衡的内容生产中发挥着重要的作用，了解如何塑造孩子在汽液平衡是最重要的因此，维果茨基的理论也需要评估。韦恩（2008）也表明，在社会建构主义范式共同对汽液平衡的。更传统的重视工作的重点或许更清晰的学习内容管理系统（LCMS）内，提供存储能力，组装和提供个性化的学习对象的形式内容，这种理解可能支持给予个性化的内容和一些联络的自适应设计明显的学习的注意（2009）功能要求学习平台
新西兰论文代写:教育技术学研究趋势
My first key text is 'Current trends in educational technology research: The study of learning environments' by Winn, W (2008) this book sees this distinction as evolutionary, in that today's VLE's have grown out of carefully designed instruction and interactive simulations. From a psychological standpoint, earlier computer assisted learning sat well with Piagetian behaviorist perspectives, whereas the utilisation of networked communication tools place VLE's more comfortably within a Vygotskian view of the social nature of learning Vygotsky's theory is divided into 6 main strategies, which can be used in the process of learning at school. One way of teaching is by using children's zone of proximal development. Teaching should begin toward the zone's upper limit, so that the child can reach the goal with help and move to a higher level of skill and knowledge. Enough assistance should be offered. The question "What can I do to help you?" has to be asked, or simply the child's intentions and attempts should be observed, so that the child can get enough support in a smooth way. When children hesitate, they have to be offered encouragement. Encouragement should be offered in such a way that the child can practice their skill. Another teaching strategy is to use more skilled peers as teachers. It is important to remember though that teachers can be more skilled than children. The third strategy is to monitor and encourage children's use of private speech. The fourth strategy is to effectively assess the child's zone of proximal development. Standardised tests are not the best way to assess children's learning. Another good strategy is to place instruction in a meaningful context. This means to use less abstract presentations of material but to let students experience more real world setting. The last strategy is to transform the classroom with Vygotskian ideas. I believe this theory plays a major part in the production of VLE's content because just having a VLE is not suffice, the knowledge of how to mould children around a VLE is of most importance therefore Vygotsky's theory needs to be assessed also.Winn (2008) also shows the emphasis on a social constructivist paradigm common to much work on VLE's. The more traditional emphasis is perhaps clearer within Learning Content Management Systems (LCMS), which provide the ability to store, assemble and deliver personalised learning content in the form of learning objects, and this understanding might perhaps underpin the attention given to personalised content and adaptive learning design apparent in some of Becta's (2009) functional requirements for learning platforms