CAJ | 학술논문

平板电脑、可穿戴设备、3D打印机、交互式电子白板等新兴技术在课堂中的应用越来越普遍,然而新兴技术在为课堂教学带来便利的同时,又会带来怎样的挑战?学校教师、领导者、教育政策制定者等如何应对这些挑战?研究者怎样才能更好地为科学知识积累做出贡献?针对这些问题,我们访谈了教育技术学领域资深学者迈克尔·斯佩克特教授.斯佩克特教授就这一系列问题提出了富有启发性的观点:技术只是教育变革中的"沧海一粟",虽然有潜力变革教育,但更多是作为一种"替代策略"应用于教学中,还不足以支撑整个教育系统变革的发生;数字素养不等于数字能力,学生会某项技术的能力和他会用该技术来支持学习的能力不是同步的,教师教育的根本在于新一代教师的教育技术能力提升;认为MOOCs会改变一切的观点是荒谬的,因为大多数MOOCs并不具备"教学对象"特征,这正是为什么MOOCs不是课程而是社区的原因;教育技术研究者不应过度热衷对新技术的追捧,而要思考教育技术学的科学本质,吸取过去的经验教训,然而我们的研究者往往不屑做这类事情,从不关注我们失败的地方,可以说我们不是好的"工程师",我们应该着力开展大规模研究、元分析以及重复研究等,致力于科学知识的积累;教育政策制定者要走到实践中去,多与一线教师、学生和家长进行交流,并吸纳一线教师的力量参与政策制定.
평판전뇌、가천대설비、3D타인궤、교호식전자백판등신흥기술재과당중적응용월래월보편,연이신흥기술재위과당교학대래편리적동시,우회대래즘양적도전?학교교사、령도자、교육정책제정자등여하응대저사도전?연구자즘양재능경호지위과학지식적루주출공헌?침대저사문제,아문방담료교육기술학영역자심학자매극이·사패극특교수.사패극특교수취저일계렬문제제출료부유계발성적관점:기술지시교육변혁중적"창해일속",수연유잠력변혁교육,단경다시작위일충"체대책략"응용우교학중,환불족이지탱정개교육계통변혁적발생;수자소양불등우수자능력,학생회모항기술적능력화타회용해기술래지지학습적능력불시동보적,교사교육적근본재우신일대교사적교육기술능력제승;인위MOOCs회개변일절적관점시황류적,인위대다수MOOCs병불구비"교학대상"특정,저정시위십요MOOCs불시과정이시사구적원인;교육기술연구자불응과도열충대신기술적추봉,이요사고교육기술학적과학본질,흡취과거적경험교훈,연이아문적연구자왕왕불설주저류사정,종불관주아문실패적지방,가이설아문불시호적"공정사",아문응해착력개전대규모연구、원분석이급중복연구등,치력우과학지식적적루;교육정책제정자요주도실천중거,다여일선교사、학생화가장진행교류,병흡납일선교사적역량삼여정책제정.
The emerging technologies, such as tablet PCs, wearable devices, 3D printers, interactive whiteboards and etc., have become and more popular in classrooms at all educational levels. The application of emerging technologies can bring enormous benefits to classroom teaching. However, they also bring challenges. How should teachers, school leaders, and policy makers respond to these challenges and changes? How can researchers do to better contribute to the accumulation of knowledge? To answer these questions, we conducted an interview with Professor J. Michael Spector, a senior scholar in the field of educational technology. He gave us detailed and enlightening ideas and suggestions on the above questions as follows. Technology is just a drop in a bucket. Although technology has the potential to transform teaching and learning, it is more often being used as a replacement strategy, which is not enough to support the education reform. Digital literacy is not equal to digital competency, and they are not developed in the same pace. The key point in teacher education lies in increasing the education technology capacity and the productive use of technology for the new generation of teachers. The opinion that MOOCs is going to transform everything is ridiculous, because most MOOCs have no feature of"instructional object" which is necessary for teachers. This is why most MOOCs are not courses, but communities. Educational technology researchers should think about the scientific nature of educational technology and learn lessons from the past instead of blindly pursuing after new technologies. In addition, they should pay more attention to the failures just like good"engineers", and carry out replication studies, meta-analyses, and large-scale studies, devoted to the accumulation of knowledge. Policy makers should visit representative classrooms, listen to the voice of teachers, students, and parents, and invite them to participate in policy-making.