曼彻斯特大学毕业论文 [3]
论文作者:jessica论文属性:本科毕业论文 Thesis登出时间:2014-11-04编辑:jessica点击率:14761
论文字数:5600论文编号:org201410311342071355语种:英语 English地区:英格兰价格:免费论文
关键词:软件Apps谷歌google教育education教师teacher
摘要:随着网络科技的不断发展,谷歌越来越受到人们的喜欢,为广大的电脑使用者提供了方便的工具,本文重点讲述了教育工作者老师的助手就是谷歌软件,它究竟在教师行业有什么样的新的改变和特殊用途的呢?
Apps including Gmail
(Google Mail), Google Calendar and Google Talk offers several benefits. One of the reasons includes not having a
need to place a huge amount of investments onto computer hardware and server configurations. There is no longer a need to dedicate space just for hardware. Instead, schools can just ‘plug into’ the cloud easily (Won Kim, 2009). In addition, it would also reduce the need to re-
architecture the entire system infrastructure if required (Ministry of Education, 2009), Education institutions might not have the infrastructure and resources to run Collaborative or e-learning systems. (Paul Pocatilu et al, 2009) Therefore, instead of going through the hassle of obtaining resources, institutions can now concentrate on building up content and managing these contents. The idea of accepting the need to collaborate together would encourage members to work towards achieving quality content.
2.3 The use of Google Apps for Educators in schools
It is important for teachers to understand the usefulness of adopting Google Apps. However, there might be resistance towards adopting technology for teachers as they might not see technology as a driver towards providing quality education for students (Teo, 2006). The use of these technologies will ideally give the schools more focus in providing quality education, removing the need to focus on other technical aspects (Miliband, 2004). Teachers will no longer be constrained by the traditional methods of teaching (Kuhn, 1970) using chalk, textbooks, notepads, pens and pencils. Instead, the collaborative environment provides a channel for students and teachers to share knowledge among each other and forming a virtual community among themselves (Maged N Kamel Boulos, Et Al 2006), which eliminates the problem of boundaries and distances. Web 2.0 content allows a break away from the traditional content of pages. Instead, pages are now replaced with contents that are written by users. These are known as post (Bryan Alexander, 2006). Contents can now be written by users and tailored towards the needs of the school. Without any programming knowledge, students and teachers can now create web pages and display them easily (Mohd Nazri etal, 2009).
However, there would still be a need to address the information obtained from the Internet (Wallace, 2004). As the students might not fully understand certain concepts of theories, therefore the teacher would act as a mentor to guide these students. The teachers would also act as drivers for the use of Web 2.0(i.e. Google Apps) to make the students more eager to use these collaborative tools as well (Mohd Nazri et al, 2009).In order for collaboration and communication to happen successfully, it would take a significant amount of time and effort for users to do so. (Barbara et al, 2009) Users must be able to overcome the uncertainty that the technology might offer. It is important for teachers to understand how to use the technology and not spend time on learningand teaching it. (Roger Nevin, 2010) Schools and system implementers must recognise that technology brings about uncertainty to users as well. As described in an article by Tatikonda and Rosenthal。
Chapter3: Research Framework
The framework proposed for this research topic would be the Technological Pedagogical Content Knowledge or TPCK by Punya Mishra and Matthew J. Koehler
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。