加拿大代写:教师教育学

甚至一些软程序是实用,这些项目还需要教师或成人助手的干预指导孩子打印文本,信件,和文字(Turbill,2001)。没有这些干预措施,孩子们玩这些游戏随机和只关注图片/图片而不是打印文本(Turbill,2001)。另外,并非所有学校提供技术培训和技术支持教师,尤其是长托儿所和幼儿园(Nikolopoulou & Gialamas,2015)。那些缺乏技术能力的教师,他们迫切需要一个技术培训课程,是由学校提供的。此外,如今技术更新日常、技术培训课程是重要的提高老师的信心使用ICT到课堂实践(木材、穆勒、威洛比,Deyoung Specht &, 2005)。此外,教师还需要足够的技术支持,帮助他们使用不同的技术。海斯(2007)表明,“快速修复”故障有效ICT集成至关重要。尽管外部障碍解决,不是所有的老师都能自动采用ICT到课堂实践(Ertmer, 1999)。

加拿大代写:教师教育学
老师的教学方法对教学和学习素养是中央对ICT影响集成(动工,2000)。然而,教师教育学从根本上影响教师信念对ICT素养学习的角色(韦伯和考克斯,2004)。Pelgrum(2001)提到教师信念,在很大程度上阻碍了信息通信技术融入课堂识字练习。许多教师表明他们可以很容易地教孩子读和写没有电脑(Turbill,2002)。因此,许多教育工作者都不愿意放弃现有的教育学,而这些医院是主要障碍改变课堂实践(轩尼诗,鲁斯温&布林德利,2005)。Turbill所指示的一个原因是(2002),大多数当前早期教育工作者没有长大与计算机技术作为学校教育的一部分。因此,发展专业能力的计算机和软件程序需要花费大量的时间。即使少数教师,一些扩展认为技术可以提高孩子们的识字学习中接触和学术成就,找时间引入新的创新是罕见的在学校的(Turbill,2002)。

加拿大代写:教师教育学

Even some soft programs are practical, these program still need teachers or adult helpers’ intervention to guide children on print text, the letters, and words (Turbill, 2001). Without these interventions, children play these games randomly and only focus on images/pictures rather than print text (Turbill, 2001). In addition, not all schools provide technical training course and technical support for teachers, especially in long day care centers and kindergartens (Nikolopoulou & Gialamas, 2015). For those teachers who are lack of technical competence, they urgently need a technical training course that is provided by schools. Moreover, nowadays technique is update day-to-day, technical training course is important to enhance teacher’s confidence in use of ICT into classroom practice (Wood, Mueller, Willoughby, Specht & Deyoung, 2005). In addition, Teachers also require adequate technical support to assist them in using different technologies. Hayes (2007) suggests that ‘fast fixes’ to breakdowns are essential to effective ICT integration. Even though the external obstacles are resolved, not all teachers can automatically adopt ICT into classroom practice (Ertmer, 1999).

加拿大代写:教师教育学
Teacher’s pedagogy regarding teaching and learning of literacy is central impact on ICT integration (Mumtaz, 2000). However, teachers’ pedagogy is fundamentally influenced by teachers’ beliefs about the role of ICT in literacy learning (Webb and Cox, 2004). Pelgrum (2001) mentions that teachers’ belief, to a large extent, impede ICT integration into classroom literacy practice. Many teachers indicate that they could quite easily teach children read and write without computers (Turbill, 2002). Thus, many educators are reluctant to abandon their existing pedagogies, which are major obstacle for changing classroom practice (Hennessy, Ruthven & Brindley, 2005). The one reason is indicated by Turbill (2002) that the majority of current early years educators have not grown up with computer technology as part of their schooling. Thus, developing professional abilities in terms of computer and software programs needs to spend their massive time. Even though a few teachers, to some extend agree that technology could improve children’s engagement and academic achievement in literacy learning, ‘finding time to introduce new innovations is rare in school’ (Turbill, 2002).