How academics use technology in teaching and learning: understanding the relationship between beliefs and practice

J. D. Bain; C. McNaught

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How academics use technology in teaching and learning: understanding the relationship between beliefs and practice

机译：学者如何在教学中使用技术：了解信念与实践之间的关系

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This paper reports on a detailed investigation into the beliefs and practices of teachers in 22 computer-assisted learning projects in Australia in the mid-1990s. Detailed interview data were obtained, supported by the project software and other curriculum materials. The interview transcripts and documentary material were collated and condensed into rich descriptions; these were then coded on a number of belief and practice dimensions. The resulting profiles were clustered into five belief-practice categories: thoughtful instructors, pre-emptive professionals, conversational constructivists, learning facilitators and situated knowledge negotiators. These complex, yet interpretable, patterns of relationships between beliefs and practices are useful in understanding teachers' reluctance to change their teaching, one instance of which is the relatively limited uptake of technology in higher education.

机译：本文报告了对1990年代中期澳大利亚22个计算机辅助学习项目中教师的信念和实践的详细调查。在项目软件和其他课程资料的支持下，获得了详细的访谈数据。采访笔录和文献资料经过整理和整理，形成了丰富的描述。然后将它们编码在许多信念和实践维度上。由此产生的概况被归纳为五个信念-实践类别：周到的讲师，先发制人的专业人员，对话建构主义者，学习促进者和常驻知识谈判者。信念与实践之间的关系的这些复杂但可解释的关系模式对于理解教师不愿改变教学的方式很有用，其中一个例子是高等教育对技术的采用相对有限。

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来源
《Journal of Computer Assisted Learning》 |2006年第2期|p.99-113|共15页
作者
J. D. Bain; C. McNaught;
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作者单位

School of Curriculum, Teaching and Learning, Faculty of Education, Griffith University, Nathan Queensland 4111, Australia;

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正文语种 eng
中图分类计算技术、计算机技术;
关键词
belief dimensions; case descriptions; cluster analysis; computer-assisted learning; higher education; practice dimensions;

机译：信念维度;案例描述;集群分析;计算机辅助学习;高等教育;实践维度;

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How academics use technology in teaching and learning: understanding the relationship between beliefs and practice

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