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首页> 外文会议>World Multiconference on Systemics, Cybernetics and Informatics(SCI 2002) v.8: Concepts and Applications of Systemics, Cybernetics and Informatics II; 20020714-20020718; Orlando,FL; US >Complexities in Development of Educational Collaboratories as a Socio-Technical System: A Situated Study of the GK-12 EdGrid Graduate Teaching Fellowship Program
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Complexities in Development of Educational Collaboratories as a Socio-Technical System: A Situated Study of the GK-12 EdGrid Graduate Teaching Fellowship Program

机译：作为社会技术系统的教育协作组织发展的复杂性：GK-12 EdGrid研究生教学奖学金计划的情境研究

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摘要

Little is known about the role of educational collaboratories as information systems for management of social (human) and technical (technology-related) factors in interdisciplinary contexts. Within a milieu of interdisciplinary issues in education, science, and technology, this paper takes a situated approach towards identification of complexities in the development of educational collaboratories in the GK-12 EdGrid Graduate Teaching Fellowship Program (GK-12 EdGrid Program). A situated approach calls for recognition of multiple context of use of innovative technologies in educational settings. The GK-12 EdGrid Program is a three-year National Science Foundation (NSF)-funded project to support University of Illinois graduate students in the sciences, mathematics, engineering, and technology (SMET) disciplines. Selected graduate students collaborate with campus faculty and participating K-12 teachers to integrate the use of computer-based modeling, scientific visualization, and informatics in science and mathematics education. Based on initial experiences at four participating high schools across Illinois, this paper draws attention towards a range of factors that are being negotiated for successful progress and implementation of GK-12 EdGrid Program's educational collaboratories during the project's first year. Such a research endeavor will be helpful in two ways: First, it will help to understand how the formation and evolution of an educational collaboratory determines achievement of particular short-term and long-term goals. This may lead to formulation of an agenda for their future application in other similar contexts. Second, such a strategy will provide a clue towards how development of an educational collaboratory takes place as an outcome of negotiation between multiplicity in perceptions, cultural practices, work ethics, and personal preferences. This will help to understand the multifaceted dynamics that take place in the development of educational collaboratories in interdisciplinary contexts.
机译：对于跨学科环境中的教育合作组织作为管理社会（人）和技术（技术相关）因素的信息系统的作用，人们所知甚少。在教育，科学和技术领域的跨学科问题中，本文采用了一种有针对性的方法来确定GK-12 EdGrid研究生教学奖学金计划（GK-12 EdGrid计划）中教育合作伙伴发展的复杂性。定位方法要求承认在教育环境中使用创新技术的多种环境。 GK-12 EdGrid计划是美国国家科学基金会（NSF）资助的一个为期三年的项目，旨在支持伊利诺伊大学的科学，数学，工程学和技术（SMET）学科的研究生。选定的研究生与校园教职员工和参与其中的K-12教师合作，将基于计算机的建模，科学可视化以及信息学的使用整合到科学和数学教育中。基于在伊利诺伊州四所参与的中学的初步经验，本文提请注意为项目第一年中GK-12 EdGrid计划教育合作的成功进展和实施而正在商讨的一系列因素。这样的研究工作将在两个方面有所帮助：首先，它将有助于了解教育合作组织的形成和发展如何决定特定短期和长期目标的实现。这可能会导致制定议程，以供将来在其他类似情况下应用。其次，这样的策略将为人们在观念多样性，文化习惯，职业道德和个人喜好之间进行谈判的结果提供教育合作机构发展的线索。这将有助于了解跨学科环境下教育合作机构发展过程中的多方面动态。

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