摘要:本文是一篇教育学技术应用论文,教育者在使用技术方面有信心吗?研究结果表明,男性和女性都有信心使用技术,但都不愿意由于如缺乏资源或者没有获得适当的培训这些其他的原因而去使用技术。
on Literature Review
This
study, based on a survey conducted with 372 secondary educators in Mauritius,
attempts to provide some answers to the above mentioned questions by exploring
the reasons why these teachers decided to use or not technology as well as the
factors that influence these decisions. Only by understanding whether or not it
is “technophobia” which influences the use of technology, that we can ensure
the willingness of our educators.
Researchers
found that technophobia affects the quality in teaching and learning to a great
extent. With the high emphasis on the use of technology on education, it is
justified that teachers have the appropriate know-how and confidence to use
technology in the classroom.
In
addition to the major difficulties like cost of maintenance, lack of IT
knowledge, lack of equipment that has to be overcome for successful
implementation of ICT in classes ( Hardy, 1998; Lam 2000, Simonsen & Dick,
1997), is teachers’ attitude and acceptance towards technologies.
Hope
(1997) wrote “Educators must compete with two factors:
(a)
their psychological effect of change
(b)
and their availability and readiness to go for training , and thus facilitating
the use of technology.”
Teachers’
point of view and boldness towards technology play a vital role in integrating
ICT successfully in classes. Ross, Hogaboam-Gray and Hannay (1997) reported
that access to technologies increase educators’ self – confidence and thus
helping them in their teaching ability. Teachers’ can make use of technology as
a teaching aid to promote students’ learning (Lam 2000).
Educators’
technology attitudes are affected by the way they see and perceive information
and communication technology. Many teachers are reluctant to use technologies
and this unwillingness comes from their existing beliefs. (Norton, Mc Robbie,
& Cooper, 2000). They must be ready to change their role in classroom and
act as facilitators, thus using technology as a means to enhance their teaching.
(Hardy, 1998)
Pelgrum
(2001) underlines this point: “there are notions that students should trained
to learn more autonomously and to get access to and digest information more
independently than has been the case so far”. As information is now easily
accessible to every one of us, the teacher should act as a facilitator, guiding
his students through their own research. The integration of technology in
teaching emphasizes on learners-centred teaching and promotes a constructivist
approach in teaching. (E.g. Rakes, Flowers, Casey & Santana, 1999). With
our increasingly technology-rich world, new concerns are arising especially in
the educational sector where schools are expected to become the vanguard of
knowledge societies (Scheuermann & Pedró, 2009).
Constraints on the use of Educational tools
One of
the issues which have been noted regarding the utilization of technology is
money matter. We suppose that school management finds it difficult to sustain
the use of technology in the curriculum due to lack of financial resources. In
addition, the ability to make full benefits of technology depends largely on
the use of the latest improved and innovative tools that technology can
provi
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。