英国环境研究论文代写：数字技术为什么很难应用到课堂实践
因此，教师很难将数字技术应用到课堂实践中。另一个原因是，大多数早期教育工作者认为“丰富的面对面语言体验”是儿童识字学习的有效途径(Miller, 2005, p. 58)。例如，教师与孩子一起阅读或讨论书籍，为孩子创造意义留下时间和空间。特别是对于那些学习英语为第二语言的孩子来说，当他们学习阅读时，老师认为纸质书籍对于那些学习印刷概念的孩子来说是很重要的，比如从左到右，从上到下，字母和良好的关系。因此，模式化阅读、引导式阅读和个别化阅读被广泛应用于构建儿童的印刷观念(Turbill, 2002)。只有孩子理解了这些概念，才能帮助他们理解“屏幕的概念”。此外，Honan(2008)提到教师不知道学生在数字技术方面的知识储备。
英国环境研究论文代写：数字技术为什么很难应用到课堂实践
尽管一些教师意识到孩子在家里可以接触到不同的数字形式，但他们认为在家里获得的技能和知识与在学校环境中应用的技能和知识是不同的(Honan, 2006)。因此，教师更注重学校的技术操作，而不是计算机上的读写资源。换句话说，它阻碍了学生运用他们的识字知识来破解数字文本的代码(Honan, 2008)。此外，根据Honan(2008)的研究，教师关注的是技术生产，而不是数字空间中使用的各种文字。例如，重点是创建PowerPoint演示文稿，而不是创建叙事的能力。此外，教师对ICT定义的局限性也影响着ICT在有意义的学习和教学中的应用。除了电脑和Ipad，还有其他数码产品，如数码相机、电子玩具和投影仪等。
英国环境研究论文代写：数字技术为什么很难应用到课堂实践
Thus, teachers find it difficult to implement digital technology into classroom practice. The another reason is that most early years educators believe that ‘rich face-to-face language experiences’ are effective way for children’s literacy learning (Miller, 2005, p. 58). For example, teachers read or discuss books with children and leave time and space for children to create meaning. Especially for those children who learn English as second language, when they learn to read, teachers believe that paper-based books are important for those children learning print concepts, such as read from left to right, top to bottom and letter and sound relationships. Thus, modeled reading, guided reading and individual reading are widely used in constructing children’s concept of print (Turbill, 2002). Only children understand these concepts can help them to understand ‘concepts of screen’. In addition, Honan (2008) mentions teachers are unaware of students’ funds of knowledge regarding digital technologies.
英国环境研究论文代写：数字技术为什么很难应用到课堂实践
Even though some teachers realize that children get access to different digital forms at home, they consider that the skills and knowledge gained at home are different those applied in school context (Honan, 2006). Thus, teachers emphasize on technical operation in schools rather than literacy resources on the computers. In other words, it impedes that students apply their literacy knowledge to break the code of a digital text (Honan, 2008). In addition, according to the research by Honan (2008), teachers focus on technical production instead of the different kinds of literacies used in digital spaces. For example, the focus is on creating a PowerPoint presentation rather than the ability of creating a narrative. Furthermore, teachers’ the limitation of ICT definition also influence ICT that be used in meaningful learning and teaching. Apart from computer and Ipad, there are other digital products, such as digital camera, electronical toys and projector and so on.