曼彻斯特大学毕业论文 [5]
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:15087
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?
ontent that was presented by teachersIn order for teachers to effectively use Google Apps for Educators as an education tool, the area of pedagogy, technology and content would have to be addressed. Koehler et al (2007) has also argued that teaching with technology would is indeed a complex and multi-dimensional. As technology can be suitable to an individual than another (Koehler et al, 2005), an understanding towards integrating technology with content and pedagogy is more substantial than treating it as an individual category. (Lenna and Mia, 2010) Certain applications from Google Apps might be deemed more useful to one school over another. Technology must have an impact on teachers as educational aids, (Zhao, 2003) as it provides a more collaborative environment in learning with feedbacks among teachers and students. (Lenna and Mia 2010) Schools must work towards harnessing the use of technology to aid teachers in providing students more richer and meaningful experiences in classrooms. (Lenna and Mia, 2010).
3.2 The ever changing technological roles of teachers.
With the introduction of the internet, students are able to access current information that forces teachers to
rethink their core pedagogical knowledge that they held throughout their teaching years. (Wallace, 2004) They would have to constantly think of ideas with new technologies emerging in the education environment. For instance, videos obtained through the internet might prove to be more relevant to the subject and informative over the use of textbooks at times. It forces teachers to question themselves over their pedagogical knowledge and to deal with the three factors (pedagogy, content and technology knowledge) (Peruski and Mishra, 2004)
Chapter 4: Research Method
To understand the context of collaboration on what it offers to both teachers and students, 2 methods would be
used. These include Structured questionnaires ,Clarification with teachers on understanding the use of Google Apps.These methods would assume that teachers and students would all have knowledge of using a computer and Google Apps in particular. It will assume that the focus group will be on schools that have adopted Google Apps Education Edition in their schools. This is in tune with the TPACK framework proposed by Mishra and Koehler (2006), which suggest that teachers simply needed to be trained in order to use the technology
4.1 Structured Questionnaire
A qualitative analysis on teachers would be done for 10 teachers that are selected based upon the surveys that were given to them previously. A structured questionnaire was prepared for the teachers who were using Google Apps in their schools. They would be briefed on the category of questions that would be presented to them. However, they would not be aware of the questions proposed for this research. Interviewing the teachers would allow a deeper understanding on how different teachers have seen themselves prior the use of Google Apps for Educators and were they able to use technology to provide richer and meaningful content to students. The interview would gather a relationship between the use of technology, the contents (subject) and the pedagogy (teaching method) that the teachers would adopt, given the technology that are available for them in Google Apps. Questions would be attached in the appendixes, some of the
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