英国莱斯特代写论文:交流方式

Keywords:英国莱斯特代写论文:交流方式

技术可以运用在非ict课程中，支持儿童使用不同的交流方式为特定的目的和受众创造材料。这方面的一个例子可以是建立一个文学或艺术课的班级博客，学生可以用它来展示和讨论他们的工作和学习，使用照片和声音文件创建他们自己的多模式博客网站。理查森(2009,p.27)认为“博客是一个真正的建构主义学习工具”，因此可以被教师用来参与和组织学习。有人建议，虽然正式写作可以被描述为独立的“独白”，但博客应该被视为一种“对话”。资讯及通讯科技使儿童的工作可定期与家长及家人动态分享，从而继续在校外学习，并改善与社区的联系。然而，虽然ICT可以提供一个支持性的学习框架或资源，这依赖于教师引导孩子通过学习的渐进阶段(Wood et al. 1976)。在非ICT课程中使用ICT依赖于一位熟练教师的在场和规划，他认识到如何利用技术来提高学习，而不仅仅是取代现有的识字实践。
英国莱斯特代写论文:交流方式
Technology can be employed in non-ICT lessons to support children in creating material for specific purposes and audiences, using various modes of communication (Bearne, 2003). An example of this could be setting up a class blog in Literacy or Art lessons with which pupils could display and discuss their work and learning, using photos and sound files to create their own multimodal blog-site. Richardson (2009, p.27) argues that ‘blogs are a truly constructivist tool for learning’ and can therefore be employed by teachers to engage and structure learning. It has been suggested that while formal writing can be described as independent ‘monologue’, blogging should be regarded as a ‘conversation’ (Selwyn et al. 2010, p.30). ICT allows children’s work to be dynamically shared with parents and family on a regular basis, resulting in the continuation of learning outside of school and improved links to the community. However, while ICT can provide a supportive learning framework or resource, this relies on the teacher to guide children through progressive stages of learning. The use of ICT in non-ICT lessons relies on the presence and planning of a skilled teacher who recognises how to harness technology to improve learning, rather than just replace, for example, existing literacy practices.