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首页> 外文期刊>International Journal of Information and Communication Technology Education >Examining Technological Disparities and Instructional Practices in English Language Arts Classroom: Implications for School Leadership and Teacher Training
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Examining Technological Disparities and Instructional Practices in English Language Arts Classroom: Implications for School Leadership and Teacher Training

机译:检查英语艺术教室中的技术差异和教学实践:对学校领导和教师培训的启示

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摘要

A considerable amount of research has been conducted about technological disparity within various classroom instructional practices; yet educators have concerned about the chronic underachievement of students in urban school settings. In order for technology to have its greatest impact on our educational system, teachers and student must not only access to technology, but access to technology in a contextual matter that is culturally relevant, responsive and meaningful to their educational practice. Results of this study revealed that socioeconomic status of the school still plays an important role in how well teacher are trained and their ability to integrate technology in the classroom. This study provides a platform for discussion on technology and instructional practices within urban school and to offer recommendations as we begin to rethink technological disparities and the intentional and unintentional affects on instructional practices.
机译:关于各种课堂教学实践中的技术差异,已经进行了大量研究。然而,教育者却担心城市学校环境中学生的长期学习不足。为了使技术对我们的教育系统产生最大的影响,教师和学生不仅必须获得技术,而且还必须在与文化相关,对他们的教育实践具有响应性和意义的背景下访问技术。这项研究的结果表明,学校的社会经济状况在教师的培训水平及其在教室中整合技术的能力方面仍然发挥着重要作用。这项研究为讨论城市学校中的技术和教学实践提供了一个平台,并在我们重新考虑技术差异以及对教学实践的有意和无意影响时提供了建议。

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