文章基本信息

标题：The networked classroom – Socially unconnected
本地全文：下载
作者：Ingrid Helleve
期刊名称：Education Inquiry
印刷版ISSN：2000-4508
出版年度：2013
卷号：4
期号：2
DOI：10.3402/edui.v4i2.22080
语种：English
出版社：Education Inquiry
摘要：By the turn of the century Norwegian educational practice was supposed to be changed through reforms and investment in technological equipment. Supported by research, the aim was to change practice in the direction of learning activities that could support learning understood as productive interactions. Few teachers and teacher educators participated in the discussion of how to use the technology. The focus for this article is student teachers’ attitudes concerning computer-supported classroom practice some years after the reforms. What are their presuppositions, experiences and future expectations? The results show that the traditional classroom practice is carried on and computers are adjusted to already existing teaching and learning activities. Possible effects are discussed.Keywords: student teachers, computers, communication pattern, IRE, productive interactions(Published: 1 June 2013)Citation: Education Inquiry Vol. 4, No. 2, June 2013, pp. 395–412
关键词：student teachers, computers, communication pattern, IRE, productive interactions