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51.
Addressing first- and second-order barriers to change: Strategies for technology integration 总被引:16,自引:0,他引:16
Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited
by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice
and inservice teachers, has focused on helping teachers overcome first-order barriers (e.g., acquiring technical skills needed
to operate a computer). More recently, training programs have incorporated pedagogical models of technology use as one means
of addressing second-order barriers. However, little discussion has occurred that clarifies the relationship between these
different types of barriers or that delineates effective strategies for addressing different barriers. If pre- and inservice
teachers are to become effective users of technology, they will need practical strategies for dealing with the different types
of barriers they will face. In this paper, I discuss the relationship between first- and second-order barriers and then describe
specific strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve
technology integration. 相似文献
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From an ethnographic case study of a state-funded residential school for the Deaf, the authors employed Critical Discourse Analysis to identify competing discourses in the talk of educators. These discourses are embedded in the historical oppression and labeling of deaf people as disabled and the development of Deaf culture as a counter-discourse. Implications include changing teacher/administrator hiring practices, improving professional development options, and distributing power between Deaf and hearing educators. 相似文献
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Peggy A. Ertmer Adrie A. Koehler 《Educational technology research and development : ETR & D》2014,62(5):617-636
Case studies hold great potential for engaging students in disciplinary content. However, little is known about the extent to which students actually cover the problem space afforded by a particular case study. In this research, we compared the problem space afforded by an instructional design case study with the actual content covered by 16 graduate students participating in an online case discussion. In addition, we examined prompts used by two instructors to both widen and deepen that coverage. Results showed that 86 % of the afforded problem space was covered during the week-long discussion, although problem-space components were not covered equally. To keep students focused on relevant case details, the instructors used a variety of prompts, accounting for 15 % of the total postings. Implications for research and practice are discussed including ways to use case mapping as both a teaching and analysis tool. 相似文献
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This study investigated the effect of vocabulary glossing on recall and vocabulary learning, as well as learners’ preferences as to glossing. Eighty-five native speakers of English studying Spanish at the university level participated. Participants read a Spanish text under one of three treatment conditions: no gloss, English glosses, or Spanish glosses. They then were asked to write what they recalled of the passage, translate a list of the glossed vocabulary, and complete a questionnaire. The translation task was repeated four weeks later. Results showed that glossing did not significantly affect recall for the participants overall, but that those with higher than average proficiency recalled more if they had read a glossed version of the text. Those who had glosses outperformed their peers on the translation task administered immediately after they had read the text. However, this difference disappeared on the retest. Participants expressed preference for glosses, wished that they be located in the margin, and favoured Spanish glosses if they were comprehensible. 相似文献
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