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作者 Greenhow, Christine M
書名 From blackboard to browser: An empirical study of how teachers' beliefs and practices influence their use of the Internet and are influenced by the Internet's affordances
國際標準書號 9780542743528
book jacket
說明 365 p
附註 Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2122
Adviser: Martha Stone Wiske
Thesis (Ed.D.)--Harvard University, 2006
The Internet is a ubiquitous, powerful, but underutilized resource for teaching and learning. Although 93% of instructional classrooms in the U.S. have access to high-speed Internet, there is little evidence that teachers and students are using it in ways that advance teaching and students' learning. This report looks at a unique subset of teachers---intensive Internet users oriented toward constructivist teaching---to understand how four teachers who value constructivist pedagogy use the Internet to support their views of teaching and learning in technology-enhanced schools and demonstrate practices that teachers in similar situations might emulate. Through observations and interviews, this set of case studies examined: (1) what factors such teachers experience as shaping their practices in using the Internet, (2) how such teachers use the Internet to support instructional practice, and (3) how the Internet's varied capabilities assist or frustrate practice in educational contexts. These findings revealed three factors that shaped teachers' Internet-using practices: access and accessibility, enthusiasm for technology, and perceived instructional value. Moreover, teachers' instructional practices were grounded in their partially explicit and partially implicit agendas for teaching and learning, which became illuminated as they made use of new online networked multimedia. Four challenges in teaching with the technology surfaced: fostering students' individualized investigations of chosen themes; redistributing authority to students and others brought into the educational exchange; negotiating classroom discourse in the presence of online multimedia networks; and confronting dilemmas of assessment that are numerous and not easily solved. The study defined four powerful affordances of the Internet for supporting practices that might assist teachers in clarifying their agendas and managing these tensions: the capacity for autonomous travel through resource-rich terrain; the occasion and materials for renegotiating intellectual authority; tools for controlling interactions to evolve a shared mobile discourse; and ongoing feedback through extended Internet-supported networks. However, the study describes how such affordances can also be constraints in some types of educational contexts. The report concludes with recommendations for how similar teachers, and the teacher-educators, administrators, policymakers and researchers who support their work, might take advantage of these affordances of the Internet while minimizing the constraints
School code: 0084
DDC
Host Item Dissertation Abstracts International 67-06A
主題 Education, Secondary
Education, Technology
0533
0710
Alt Author Harvard University
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