加拿大教育学作业代写:教师的依赖

Keywords:加拿大教育学作业代写:教师的依赖

因此，这就造成了对教师的依赖，而不是一种学生可以自己获取信息并与同伴分享信息的综合方法，这是教师向学习者提供信息的一种方式。因此,这种学习理论并不支持技术和建构主义理论受到了挑战,这突显出使用协作,鼓励合作和个人互动,拥抱和协作学习活动对象和其他个人和团体的人(莱达Javenpaa, 1995)。建构主义与客观主义都认为我们生活在一个真实的世界中，但不同的是，我们不是生活在现实世界中，而是与现实世界共存。建构主义者的方法鼓励教师将技术融入课程尽可能对等工作和涉及个人讨论而不是老师信息传授给学生学生是学习过程的一部分从计划到执行的教训。在这个过程中，学生寻找问题、答案，并把教师作为工具，从而成为他们学习过程中的积极参与者，而不是仅仅依靠书本和教师。随着这项技术成为课堂上的一种工具，学生们有能力与世界各地的同龄人交流，与其他学者分享思想、想法甚至研究成果。然而，有人批评建构主义的方法，因为教师经常缺乏时间来适当地计划在哪里使用技术，从而确保这个工具被有效地使用，而不是仅仅放在课堂上，如果没有有效地使用，可能会分散学生的注意力。也打算老师的课然后槽的光谱应该保持目标的使用技术,以提高在课堂上交流,而不是从技术工具,甚至开始讨论作为一个工具,如果没有有效地使用可以锅是无用的学生在他们的学习过程。另一种经常被命名的学习理论是连接主义理论，它在研究领域是相当新的。根据Kop和Hill(2008)的定义，连接主义可以定义为知识在各种网络上的传播，可以存储在各种平台上。
加拿大教育学作业代写:教师的依赖
 Thus, creating a dependency on teachers instead of an integrated approach where students can gain information on their own and share this amongst their peers, this is a feed of information one way from the teacher to the learner. Thus, this learning theory is not supportive of technology and has been challenged by the constructivist theory, which underlines the use of collaboration, cooperation and individuals are encouraged to interact, embrace and collaborate their learning activities with objects and other individuals and groups of people (Leidner and Javenpaa, 1995). Constructivism agrees with Objectivism that there is a real world in which we live, however it differs in that we co-exist within the reality realm instead of living beside it. Constructivists approach encourages teachers to incorporate technology into their lessons as much as peer work and involving individuals into discussions instead of having the teacher feeding information to the students the students are made a part of the study process from the planning to the execution of the lesson. In this process students seek questions, answers and use the teacher as a tool, thus becoming active part in their learning process and not relying on merely the book and the teacher. With the technology being given access as just a tool to classes student has the capability to communicate with their peers all over the world, sharing thoughts, ideas and even research with other scholars. However, this being said the Constructivist approach has been criticised as teachers often lack the time to plan properly in terms of where to use the technology, thus making sure this tool is used effectively and not just placed in class which could distract students if not used effectively. Also, planning on the teacher’s spectrum should remain goal of the lesson and then slot in the use of technology to enhance the communication in class and not start with the technological tool and even the discussion as a tool which if not used effectively could pan to be useless to students in their learning process. Another learning theory that is often named and fairly new in terms of research is the connectivism theory. According to Kop and Hill (2008), connectivism can be defined as the spread of knowledge across various networks and can be stored on various platforms.