超越黑板:塑造精通技术的教师形象

Devorit Cohen, Constantin Cucoș
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摘要

精通技术(TS)的教师掌握了技术强化(TE)教学法。有能力的教育工作者会创造个性化的互动学习环境,提高学生的参与度、协作性和批判性思维。除了 "是 "或 "否 "之外,评估教师是否为 "技术精通者 "还会产生一些细微的反应。本研究旨在界定谁是 TS 教师。以色列中学的 22 名理科教师在网上焦点小组讨论中分享了他们的看法,旨在界定谁是 TS 教师。通过数据驱动的内容分析,确定了 TS 教师的主题并描绘了他们的看法。共有三项发现:第一个发现是,TS 教师被认为拥有一系列使其与众不同的技能和品质。他们对 TE 教学的熟练掌握、适应能力、好奇心、创新精神以及对持续学习的承诺,使他们能够创造出充满活力、引人入胜的学习体验。第二个发现是,与同事相比,教师们对自己的 TE 能力自我认知以及在课堂上有效使用数字技术(DT)的能力进行了评估。第三个发现是,创新与 DT 并不总是相互关联的。教师还可以通过其他途径进行创新。有些教师可能会被 TS 的同事所认为的优势和技能所吓倒,因此不敢将 DT 技术融入自己的教学策略中。然而,有些教育工作者认识到自己还具备其他基本技能,并积极寻求将 TE 方法与其他有效的教学策略结合起来。由于定性研究的性质,在将结论推断到其他案例时应谨慎行事。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Beyond the Blackboard: Portraying the Image of the Tech-Savvy Teacher
The Tech-Savvy (TS) are teachers mastering Technology Enhance (TE) teaching. Empowered educators create personalized, interactive learning environments, enhancing student engagement, collaboration, and critical thinking. Assessing teachers as TS yields nuanced responses beyond a yes or no. This study aimed to define who is a TS teacher. Twenty-two science teachers in Israeli middle schools shared their perceptions in online focus group discussions aimed at defining who TS teacher is. Data-driven content analysis was performed to identify themes and map perceptions of TS teachers. There are three findings: The first finding is TS teachers are perceived as possessing a range of skills and qualities that set them apart. Their proficiency in TE teaching, adaptability, curiosity, innovation, and commitment to continuous learning enables them to create dynamic and engaging learning experiences. The second finding is that teachers assess their TE proficiency self-perceptions compared to their colleagues and their ability to use Digital Technology (DT) in the classroom effectively. The third finding is that innovation and DT are not always intertwined. There are other ways for teachers to be innovative. Some teachers may feel intimidated by TS colleagues' perceived superior and skill, therefore, shy away from integrating DT into their teaching strategies. However, some educators recognize they possess other essential skills and actively seek to incorporate TE methods alongside other effective teaching strategies. Due to the nature of qualitative research, extrapolating the conclusions to other cases should be done cautiously.
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