奥克兰assignment代写:新一代的特征

2018-04-04 21:06

然而，在我们的语境中，教育者们已经意识到了新一代的特征，例如，他们就是Dudeney和Hockly(2007)所说的“数字原住民”。由于这个原因，他们利用了虚拟教室的一些特点，并决定将其作为加强传统课堂的工具。这个新工具成为了教学过程的促进者，因为不同的活动使学生能够发展不同的技能(Villasenor, 1998)。设计用于虚拟教室的活动提供了一些教师必须考虑的优势。例如，为与技术一起使用而设计的活动可以为学生提供交互性，同时也可以增强批判性思维、创造性思维、研究技能和社交技能。然而，有些人认为别人的优势是不利的。这就是那些可以被认为是数字移民的老师们的例子，他们每次在课堂上使用最前沿的技术时都在挣扎。根据Dudeney和Hockly(2007)的说法，新一代的特征这是因为一些教师是媒体文盲:他们对如何使用这些资源知之甚少;此外，他们有时会认为在教室或室外使用技术是浪费时间和精力，在某些情况下，他们认为学生比他们更了解这个话题，他们可能会被他们所掩盖。尽管如此，这些问题可能成为教师的强项，他们致力于改变和寻找策略，在我们的案例虚拟教室中成功地实施ict，在他们的专业实践中。
奥克兰assignment代写:新一代的特征
However, in our context, educators have become aware of the features new generations have, as for example the fact that they are what Dudeney and Hockly (2007) called digital natives. For that reason, they have taken advantage of some of the characteristics virtual classrooms have and they have decided to use them as a tool to reinforce traditional classes. This new tool becomes a facilitator of teaching-learning processes due to the integration of different kinds of activities that allow students to develop different skills (Villaseñor, 1998). The use of activities designed to be used in virtual classrooms offers some advantages teacher must have in mind. For example, activities designed for being used with technology can provide students interactivity and, at the same time, they can enhance critical thinking, creative thinking, research skills and social skills. Nevertheless, what some people consider an advantage for others could be a disadvantage. That is the case of those teachers who could be consider as digital immigrants and who struggle every time they have to use cutting-edge technology in classes. According to Dudeney and Hockly (2007), this happens because some teachers are media illiterate: they do not know enough about how to use these resources; additionally, they sometimes consider that using technology in the classroom or outside it is a waste of time and effort and, in some cases, they think that as students know much more than they do about this topic they could be overshadowed by them. Nonetheless, these problems could become strengths for teachers who are committed to changing and looking for strategies to successfully implement ICTs, in our case virtual classrooms, in their professional practices.

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