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首页> 外文期刊>International Journal of Digital Literacy and Digital Competence >Educators' Expectations on Technology Enhanced Education (TEE):Should and Could They Be Modified?
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Educators' Expectations on Technology Enhanced Education (TEE):Should and Could They Be Modified?

机译：教育者对技术增强教育（TEE）的期望：是否应该被修改？

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摘要

This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high/middle/elementary schools and professionals) involved in on-line or blended learning practices. The expectations, on average, are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have been obtained also from a survey among schools' teachers, novices for TEE, attending a Master in "e-learning: methods, techniques and applications ". The survey was conducted after the conclusion of the first part of the master carried on according to a very traditional distance learning process: content download, self-evaluation tests, tutor assistance upon request. However, after the participation to the second part of the Master, organized as a collaborative, design inspired P~3BL (problem, project and process based learning) experience, their opinions on TEE changed in a considerable manner and more complex and broad-spectrum expectations on the function of technologies emerged. This indicates how necessary a dissemination action on a large scale among educators with regard to both TEE potentialities and design literacy would be.
机译：本文报告并讨论了一项调查的结果，该调查的重点是对TEE应用的看法和期望，该调查是在500名参与在线或混合学习实践的意大利教育者（大学，高中/初中/小学和专业人员）中进行的。平均而言，期望值是基本的期望值，尽管可能取决于教育程度：对内容共享和制作，交流，评估和团队合作的支持最高。似乎不太相关的项目包括：支持社交，流程设计和个性化。通过对学校教师，TEE新手，参加“电子学习：方法，技术和应用”硕士课程的调查也获得了非常相似的结果。这项调查是在完成硕士课程的第一部分之后，根据非常传统的远程学习过程进行的：内容下载，自我评估测试，应要求提供的导师协助。但是，在以协作，设计灵感的P〜3BL（基于问题，基于项目和基于过程的学习）经验的形式组织了硕士课程的第二部分之后，他们对TEE的看法发生了相当大的变化，变得更加复杂和广泛。人们对技术的功能产生了期望。这表明在教育者之间就TEE潜力和设计素养进行大规模传播的必要性。

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