澳洲布里斯班论文代写:乐观的看法

Keywords:澳洲布里斯班论文代写:乐观的看法

乐观的看法是，学校实验室和教室一样，将继续是人们见面和交换想法的地方。社会互动、讨论和“动手”活动是教育过程中至关重要的几个方面，个人电脑使用的孤独并不能满足这些方面。计算机不应该被允许取代人与人之间的必要的智力交流，但应该以扩大和补充它们的方式使用。因此，重要的是要识别和理解单个ICT工具的优点和缺点，以便在计划的每个阶段都能对目标适合度做出判断。学生对一项任务的准备、任务目标的定义和教师干预的性质都有助于结果的质量。当我们考虑到一些创新可能产生的影响时，需要牢记这些因素。信息通信技术正在改变社会的所有方面:其机构、商业、工业、家庭生活和教育。在教育领域，越来越多的人认为使用电脑是一件“好事”;毕竟，许多学生的反应似乎主要是高动机。然而，有一种风险是，硬件和软件技术的魅力和进步掩盖了ICT教育的基础。毫无疑问，技术的发展将继续促使人们思考新的教学和学习机会，但与深入理解新技术对教育的影响相比，接触新技术要容易得多。因此，教育学和技术在发展过程中是平等的伙伴是很重要的。特别是，创新不应该被技术本身驱动。作为教育学的守护者，教师在塑造信息和通信技术在学习中的应用方面发挥着重要作用。信息和通信技术在科学领域未来的成功取决于对其应用的思考质量，并明确关注学习成果。
澳洲布里斯班论文代写:乐观的看法
An optimistic view is that school laboratories, like classrooms, will continue to be places where people meet and exchange ideas. Social interaction, discussion and 'hands-on' activity are vital aspects of the educative process that are inadequately satisfied by the solitude of individual computer use. Computers should not be allowed to displace essential intellectual exchanges between people but should be used in ways that amplify and complement them. Thus it is important to identify and understand both the benefits and the disadvantages of individual ICT tools, so that judgements about fitness for purpose can be made at every stage of planning. The preparation of students for a task, the definition of task objectives and the nature of teacher interventions all contribute to the quality of the outcomes. These factors need to be borne in mind as we consider the possible impact of some of the innovations.ICT is transforming all aspects of society: its institutions, commerce, industry, home life and education. In education, there is a growing assumption that using computers is a 'good thing'; after all, the response of many students seems to be predominantly one of high motivation. There is, however, a certain risk that the educational rationale for ICT becomes overshadowed by the glamour and progress of the hardware and software technology. Undoubtedly, technological developments will continue to invite thinking about new opportunities for teaching and learning, but it is very much easier to engage with the new technology than to seek a deep understanding of its implications for education. It is important, therefore, that pedagogy and technology are equal partners in the development process. In particular, innovations should not be driven by technology for its own sake. As guardians of pedagogy, teachers have a significant role in shaping the use of ICT for learning. The future success of ICT in science rests on the quality of thought given to its use, with a clear focus on learning outcomes.