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首页> 外文会议>IFIP TC3/WG3.1 amp; WG3.3 Working Conference on ICT and the Teacher of the Future; Jan 27-31, 2003; Melbourne, Australia >The Effects of Attitudes, Pedagogical Practices and Teachers' Roles on the Incorporation of ICT into the School Curriculum
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The Effects of Attitudes, Pedagogical Practices and Teachers' Roles on the Incorporation of ICT into the School Curriculum

机译：态度，教学实践和教师角色对将ICT纳入学校课程的影响

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摘要

Research conducted at King's College into the attitudes of teachers towards ICT and their motivation for using it in their teaching has shown that these are influenced by their own pedagogies. However when ICT is involved a conflict may arise. This conflict derives from preconceived ideas about what is expected of teachers when using ICT in their lessons, and how this may be alien to their most comfortable pedagogical practices applied in more traditional non-ICT class activities. Attitude theories and empirical evidence lead to an important research question: do the attitudes of the teachers towards ICT, and the types of ICT use, affect the roles they adopt and their pedagogical practices when persuaded to use ICT in the classroom? The paper will present evidence from previous research of the relationship between the types of ICT use, teachers' attitudes to using ICT and the effects on their pedagogical practices.
机译：国王学院对教师对ICT的态度及其在教学中使用ICT的动机进行的研究表明，这受其自身教学法的影响。但是，当涉及ICT时，可能会发生冲突。这种冲突源于人们对教师在课堂上使用信息和通信技术的期望的先入为主的观念，以及这与他们在更传统的非信息和通信技术课堂活动中采用的最舒适的教学实践有何异同。态度理论和经验证据引发了一个重要的研究问题：当说服教师在课堂上使用ICT时，教师对ICT的态度以及ICT的使用类型是否会影响他们的角色和教学实践？本文将提供以前研究中有关ICT使用类型，教师使用ICT的态度及其对教学实践的影响之间的关系的证据。

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