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    【6h】 High school early adopters of digital technology.

    机译高中数字技术的早期采用者。

    【摘要】Although the number of studies was growing, there was little qualitative research investigating the issue of how classroom teachers were integrating technology for educational purposes. With all the money spent on technology in education, there had not been many studies attempting to determine how teachers were using it in classroom lessons. The findings of this study will contribute to the literature on technological integration to promote content learning.;A qualitative case study design was used to examine how teachers in advanced technology high schools were integrating digital technology into classrooms. A preliminary screening survey identified the three technology advanced high schools in a defined geographical region. Three early adopter teachers in each of these schools were interviewed, observed in classrooms, and asked to provide documents regarding their lessons and student products. By closely examining and describing the teachers' uses of specific technology applications, recurring themes shed light on the use of technology in advanced technology public high school settings.;The findings highlighted teacher technology use and some best practices by the early adopters in high schools and provided significant insight into the three interactive domains that must be balanced: teacher, project, and school. The factors that influenced teachers to adopt technology were categorized into school and global forces. The teachers reported using multimedia to communicate and engage the students. They used more of a constructivist approach to extend their students' learning experience and used the power of the Internet to continue class discussions and enhance their lessons beyond the classroom. In the end, the teachers perceived the benefits of technology use greatly outweighed any frustrations they experienced.;This case study can serve as a model for how teachers and administrators may incorporate technology into their classrooms. Technology offered many benefits to teachers and students, yet few qualitative studies support this and demonstrate how technology's integration had been successfully and meaningfully accomplished. This study provides insight and knowledge regarding how teachers and administrators may successfully integrate technology and assist in replicating the success in other schools and classrooms.

    【摘要机译】尽管研究的数量在增长,但很少有定性研究来调查课堂教师如何将技术用于教育目的的问题。由于所有的钱都花在了教育技术上,所以没有太多研究试图确定教师在课堂上如何使用它。这项研究的结果将为有关技术集成以促进内容学习的亿博帐号注册做出贡献。;使用定性案例研究设计来研究先进技术高中教师如何将数字技术集成到教室中。初步筛选调查确定了指定地理区域中的三所技术先进的中学。在这些学校中的每所学校中,对三名早期采用者的老师进行了采访,在教室中进行了观察,并要求提供有关他们的课程和学生产品的文件。通过仔细检查和描述教师对特定技术应用程序的使用,反复出现的主题揭示了在先进技术公立高中环境中使用技术的情况。研究结果强调了教师技术的使用以及高中早期采用者和一些最佳实践的最佳实践。提供了对必须平衡的三个互动领域的重要见解:教师,项目和学校。影响教师采用技术的因素分为学校和全球力量。老师报告说使用多媒体与学生进行交流和互动。他们使用了更多的建构主义方法来扩展学生的学习经验,并利用互联网的力量继续课堂讨论,并在课堂之外扩大他们的课程。最后,教师们认为使用技术的好处大大超过了他们所经历的挫败感。该案例研究可以作为教师和管理人员如何将技术融入其课堂的模型。技术为教师和学生带来了很多好处,但是很少有定性研究支持这一点,并证明了技术集成是如何成功并有意义地实现的。这项研究提供了有关教师和管理人员如何成功整合技术并协助在其他学校和教室复制成功的见识和知识。

    【原文格式】PDF

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