发表于 2016-8-3 23:14:13
在观察了140000家美国学校之后，非盈利机构AdvancED 宣称，尽管现在科技越来越常见，但是科技仍然没有很好的应用于学习目的上来。
虽然绝大多数针对课堂科技使用情况的研究都是基于对教师和学生的调查，最早的研究报告却是根据对课堂的实地观察得到的，而在这些观测中，观察者运用的是eProve的有效学习环境观测工具来记录数据。
虽然现在有很多的平板，智能手机，笔记本和各种各样的高科技教学工具涌现，然而在课堂里，学生们并没有将这些科技应用到学习中来-即使在那些被高科技武装的教室里也一样。 AdvancED®的研究显示在当今的课堂中，证明科技能有效的强化学习的例子基本不存在。
这项调查是在39个州和11个国家中进行。在超过一半的课堂上，报告显示：根据我们的观察，学生们并没有利用科技去收集，评估或者使用信息。而且三分之二的课堂上也显示学生们没有利用科技去解决问题，做实验或者合作。
仅仅11.9%的课堂上，学生们会使用科技去做实验和解决问题。
这份报告还推断造成科技没有被充分使用的原因是培训力度不够还有对教师的支持不足。
老师们不知道怎么将科技有效的融合到课堂中并且利用它来促进师生间的合作，因为他们缺乏这方面的培训-无论是在职的还是职前的。教师们常常不太喜欢用科技因为他们担心科技会被不当使用（这个担心有必要性但是已经被讨论十几年了）。
为了让科技在学习过程中更有意义，这份报告认为无论是学生还是老师都必须相信教育科技在学习中的潜力。
除非教师们和管理者们都意识到科技可以是帮助我们学习而不是阻碍学习的工具，否则科技还是不会得到充分使用。
老师们总有一种恐惧，那就是觉得科学科技在课堂上会分散孩子们的注意力。所以认为它并不是一个有效的学习工具而不愿意在课堂上去使用。
当学生们真的投入到吸引他们的领域中去的时候，无论课堂上有没有科技他们都不容易分心。我们最主要的目的是让学生们能够全身心的投入到学习中去，这也是我们希望科技在教育领域中得到应用的出发点。
原文：
Classroom Observations Reveal Tech Is Going Largely Unused in America’s Classrooms
After conducting 140,000 classroom observations in America’s schools, the non-profit AdvancED has concluded that despite the increasing availability of technology, it is generally going unused for learning purposes.
Though most reports and studies on tech in the classroom are based on teacher and student surveys, this first-of-its-kind report is based on actual classroom observations where observers used the learner-centric eProveTM Effective Learning Environments Observation Tool® (eleot®) to record data.
“While the pervasive use of tablets, smartphones, laptops and digital education content is expanding around us, in the classroom, students are not actively using these technologies for learning—even within well-equipped classrooms where access is not the problem. AdvancED® research has found that examples of technology being put to use by students to strengthen learning are barely evident in classrooms today,” the report says.
The classroom observations were held in 39 states and 11 countries; in over half the classrooms observed, the report says “direct observations show no evidence students are using technology to gather, evaluate, or use information for learning while “two-thirds of classrooms show no evidence of students using technology to solve problems, conduct research, or to work collaboratively.”
In only 11.9% of the classrooms observed were students found to use technology to conduct research and solve problems.
The report speculates that the issue can be blamed on poor training and a lack of support for teachers.
. “Teachers typically lack support and in-service and preservice training on how to effectively integrate technology into lessons and to use it for teacher and student collaborations. And educators are often reticent to ‘allow’ technology to be broadly used for fear of inappropriate use (a genuine concern but one that has been discussed for over a decade).”
In order for learning through technology to be meaningful, the report insists that both teachers and administrators must believe in the learning potential that edtech provides.
“Until teachers and administrators are convinced that technology can be a help not a hindrance to learning, the shift will not happen.”
Teachers, the report says, need to conquer the fear that technology is too distracting to be a viable learning tool and push forward to find engaging ways to implement. “When students are genuinely engaged in their learning around topics that connect to their lives and interest them, they are much less inclined to engage in off-task behaviors with or without access to technology. It is when students lose them- selves in their learning that we have accomplished what we set out to do for them in the first place.”
来源: 鲸媒体 作者: 老周
