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The integration of computers into the classroom as school equipment The study yielded a number of interesting findings in relation to teachers’ use of technology in the classroom.The first finding regards the use of the Interactive WhiteBoard (IWB), an instrument similar to a chalkboard that has been widely accepted by teachers, even those who are normally reluctant to use technology in the classroom.Teachers predominantly use it in the operating mode (i.e., involving use of the marker) similarly to how they would use a traditional chalkboard, with the convenience of having all the tools in a single device connected to Internet. In the classrooms investigated, the children called the IWB "Mother" and the chalkboard "Grandmother", as though to emphasize that they belonged to different generations. The IWB was popular with the children who stated: "We like the IWB because the teachers can explain better". These students held the clear view that the IWB had the potential to help teachers provide clearer explanations. For example, it allows them to enhance the presentation of new content with images, music, sound, animations and video. This helps to stimulate the different cognitive styles present in the classroom. The lesson does not change in substance, but is enhanced with extra details.50597
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However, there is the risk of remaining stuck in what Betcher and Lee (2009, p.50) call "phase 1: doing old things in an old way" or at most, managing to switch to "phase 2: doing old things, but in new ways" with the associated danger of causing twin negative effects on the students in the classroom: the first potentially negative consequence is that content may only be passively absorbed; the second is that if the medium (IWB) is used similarly to a television to transmit content without inviting student interaction, it may create the same kind of relationship of subordination that exists between television technology and viewers. Teachers require assistance –involving training and input from academic research faculty with regard to the use of technology – in order to acquire the skills needed to move on to "phase 3: doing new things in new ways": this is the current major challenge to be faced.
Our research pointed up two instances of added value provided by the IWB: students said “I like IWB because we can find out things that maybe we would not be able to find out this year with the chalkboard… in particular search for specific images or connect with people who can help us in our studies". As well as promoting exchange, the IWB allows students to find resources in real time and communicate with other schools or students by means of video conferencing. In the children’s own words, it emerged that the main benefit of the IWB was having a large screen connected to the Internet that everyone could see "because it has a big screen, everybody can use it, so you can go on the Internet looking for things". Students also showed awareness of the fact that the school of the future will increasingly adopt technological solutions: "I think the more technology progresses, the more you'll see technology and IWB in all classrooms".
Another key finding regards the use of video and images in teaching: the Internet connection makes it possible to search for images and videos that in our case study were mainly used to supplement explanations provided in class.According to Clark and Lyons (2004), images may carry out a range of functions, which may be analyzed both from a communications point of view (in that images convey information) and from a psychological perspective (given that visual elements interact with the human cognitive system).
原文的翻译
集成计算机作为学校的设备进入课堂
这项研究是有关课堂教学中教师使用技术，并且还有着一些有趣的发现。第一个发现以交互式电子白板的使用（IWB），一种类似黑板已被教师广泛接受的工具，即使是那些通常不愿意在课堂上使用的技术。教师主要使用在操作模式（即，涉及使用的标记）同样对他们将如何使用传统的黑板，在一个单一的设备连接到互联网的所有工具的便利。在教室了，孩子们叫交互式电子白板“妈妈”和叫黑板“祖母”，尽管强调了他们属于不同的代。说了这句话：“我们喜欢电子白板，因为教师可以更好的解释”的孩子更喜欢电子白板。这些学生认为，电子白板有帮助教师更清楚的解释明确的观点。例如，他们可以依靠图像、音乐、声音等增强新内容的呈现，动画和视频。这有助于在教室中刺激不同认知风格。课堂在本质上没有改变，但是细节上却做了诸多的改变。论文网