新兴技术应用于教学的挑战思考:我们很少正视我们失败的地方——访国际资深教育技术学学者迈克尔·斯佩克特教授  

Challenges and Reflections on the Application of Emerging Technologies in Learning & Teaching: We Rarely Envisage Failures

作　　者：程薇[1] 凡正成 陈桄[1] 张定文[2] 黄荣怀[1] 

机构地区：[1]北京师范大学知识工程研究中心,北京100875 [2]北京师范大学智慧学习研究院,北京100875

出　　处：《现代远程教育研究》2015年第6期11-20,共10页Modern Distance Education Research

基　　金：全国教育科学"十二五"规划2012年度国家社科基金教育学重点项目"信息化促进优质教育资源共享研究"(ACA120005)

摘　　要：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。The emerging technologies, such as tablet PCs, wearable devices, 3D printers, interactivewhiteboards and etc., have become and more popular in classrooms at all educational levels. The application ofemerging technologies can bring enormous benefits to classroom teaching. However, they also bring challenges. Howshould teachers, school leaders, and policy makers respond to these challenges and changes？ How can researchersdo to better contribute to the accumulation of knowledge？ To answer these questions, we conducted an interviewwith Professor J. Michael Spector, a senior scholar in the field of educational technology. He gave us detailed andenlightening 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 areplacement strategy, which is not enough to support the education reform. Digital literacy is not equal to digitalcompetency, and they are not developed in the same pace. The key point in teacher education lies in increasing theeducation technology capacity and the productive use of technology for the new generation of teachers. The opinionthat MOOCs is going to transform everything is ridiculous, because most MOOCs have no feature of ＂instructionalobject＂ which is necessary for teachers. This is why most MOOCs are not courses, but communities. Educationaltechnology researchers should think about the scientific nature of educational technology and learn lessons from thepast instead of blindly pursuing after new technologies. In addition, they should pay more attention to the failuresjust like good ＂engineers＂, and carry out replication studies, meta-analyses, and large-scale studies, devoted to theaccumulation 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.

关 键 词：新兴技术 课堂教学 技术环境 教师教育 教学研究 发展趋势 

分 类 号：G434[文化科学—教育学]