美国俄克拉何马代写:教学和学习方法

Keywords:美国俄克拉何马代写

作为一种教学和学习方法，技术的第三个独特之处在于它有能力把教室改造成高度协作的空间，教室里和教室里都有学习。技术促进学生之间的互动，使他们能够分享问题和信息，同时参与在老师指导下编写的相关的、现实世界的任务。因此，技术改变了教师的实践，因为课堂更以学生为中心。学生的角色也由被动听者转变为合作者和偶然专家。此外，当工作变得更具协作性，他们也变得越来越复杂，培养学生各种技能：“基于技术的项目往往要求学生承担的工作量较大，也可以在完成开放式的任务性质不同，与他人合作，指导自己的学习，并承担新的领导角色等等”（格罗夫和mouza，2008，p. 33）。在技术丰富的教室里，学生更可能从事专门的集体项目而不是整个班级活动。人们很少独自工作来完成工作中的重要任务；技术使学校能够更好地反映当今工作场所的协作性质，也许更好地为学生提供他们所需要的技能。
美国俄克拉何马代写:教学和学习方法
A third unique feature of technology as a teaching and learning approach is its ability to transform classrooms into highly collaborative spaces, where learning happens both in and out of classrooms. Technology facilitates interaction amongst students so that they can share questions and information while participating in relevant, real-world tasks prepared under the guidance of the teacher. As a result, technology changes teacher practices because the classroom is more student-centered. Students' roles change too from passive listener to collaborator and occasional expert. Furthermore, as tasks become more collaborative, they also become more complex, and students develop various transferable skills: "Technology-based projects often require students to undertake a larger workload that can also be different in nature-completing open-ended tasks, collaborating with others, directing their own learning, and assuming new leadership roles to name a few" (Groff and Mouza, 2008, p. 33). In technology-rich classrooms, students are more likely to be engaged in specialized group projects rather than whole class activities. People rarely work alone to accomplish important tasks in the world of work; technology is allowing schools to better reflect the collaborative nature of today's workplaces and perhaps better equip students with the skills they will need.