个性化我的数字课堂的自由:理解教师的实践和动机

Laton Vermette, Joanna McGrenere, Colin Birge, Adam Kelly, Parmit K. Chilana
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引用次数: 22

摘要

尽管现代课堂正日益走向数字化沉浸和个性化学习,但我们对K-12教师目前在建立数字化课堂生态系统方面的做法、动机和障碍知之甚少。我们采访了20位教师,了解他们在课堂上发现和集成大量生产力软件和教育平台的过程,特别关注他们如何个性化这些工具的UI和内容(例如,使用插件、模板或选项菜单)。我们发现教师很大程度上依赖于他们自己的实验和专业圈子来寻找、个性化和排除软件工具,以支持学生的需求或他们自己的喜好。由于担心学生的困惑和增加的故障排除负担,教师通常不愿尝试更高级的个性化设置。我们得出了HCI的几个设计启示,以更好地支持教师分享他们的个性化设置,并帮助他们的学生从数字沉浸中受益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Freedom to Personalize My Digital Classroom: Understanding Teachers' Practices and Motivations
Although modern classrooms are increasingly moving towards digital immersion and personalized learning, we have few insights into K-12 teachers' current practices, motivations, and barriers in setting up their digital classroom ecosystems. We interviewed 20 teachers on their process of discovering and integrating a vast range of productivity software and educational platforms in their classrooms, with a particular focus on how they personalize the UI and content of these tools (e.g., with plugins, templates, or option menus). We found that teachers largely depended on their own experimentation and professional circles to find, personalize, and troubleshoot software tools to support student needs or their own preferences. Teachers were often hesitant to attempt more advanced personalizations due to concerns over student confusion and increased troubleshooting load. We derive several design implications for HCI to better support teachers in sharing their personalized setups and helping their students benefit from digital immersion.
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