澳洲墨尔本论文代写:自信与技术

Keywords:澳洲墨尔本论文代写

我认为教师的技能和态度决定了技术整合在课堂上的有效性。当老师是自信与技术，采用技术每天在课堂上使用多种工具来共同创造课程，作业和项目的显示内容的深刻理解，技术整合的效果出现在课堂上：“与技术成功的教学要求教师要有较强的舒适度，和始终贯彻技术工具作为自己的全部工具的一部分的课程是教学”（keengwe et al.，2008，p. 561）。教师在课堂中最成功的技术整合是谁如此舒适与技术，他们凭直觉知道何时使用及如何使用它的学生和教师的教学learning.when兴奋和完全投入使用的技术，最佳的教学和学习环境的创建。例如，darvasi（2014）讲述了一个第七年级的英语老师用替代现实游戏故事（args）将奥德赛他学生的研究。使用他们老师的游戏版本的奥德赛，学生必须遵循QR码和线索重新收集丢失的期刊，并使他们的方式到比赛结束时，往往在小组合作，以各种意想不到的方式破译线索。在这个例子中，darvasi（2014）认为，一个成了“一种身临其境的学习系统，结合[D]丰富的叙事，数字技术，和现实世界的游戏，“让学生锻炼批判性思维，创造性的解决问题的能力，才能在精氨酸”（1页）。在创建一个精氨酸似乎令人难以置信的许多教师，Darvasi认为，这是一个可行的策略，因为它可以通过免费的用户友好的，基于Web的工具和软件。
澳洲墨尔本论文代写:自信与技术
I believe it is the skill and attitude of the teacher that determines the effectiveness of technology integration in the classroom. When the teacher is confident with technology, employing technology daily in the classroom using a variety of tools to co-create lessons, assignments and projects that show a deep understanding of content, the effectiveness of technology integration is present in the classroom: "To be successful teaching with technology requires teachers to have a strong comfort level with, and consistently implement technology tools as part of their own repertoire of tools in courses they are teaching" (Keengwe et al., 2008, p. 561). Teachers who are most successful at technology integration in the classroom are those who are so comfortable with technology that they intuitively know when to use and how to use it for student teaching and learning.when teachers are excited about and fully invested in employing technology, optimal teaching and learning environments are created. For instance, Darvasi (2014) recounts the story of a seventh-grade English teacher who used alternate reality games (ARGs) to transform his students' study of The Odyssey. Using their teacher's game-based version of The Odyssey, students had to follow QR codes and clues to re-assemble lost journals and make their way to the end of the game, often working together in groups to decipher hints in a variety of unexpected ways. Within this example, Darvasi (2014) argues that ARGs became "an immersive learning system that combine[d] rich narrative, digital technology, and real-world game play," which allowed students to "exercise critical thinking, resilience, and creative problem solving to succeed in the ARG" (p. 1). While creating an ARG might seem implausible to many teachers, Darvasi believes that it is an achievable strategy, as it can be created via free user-friendly, web-based tools and digital software.