加拿essay代写:早期教育研究

加拿essay代写:早期教育研究

研究人员一致认为,尽管当前的政策倾向于将ICT融入识字课程,但我们很少看到一所学校在早期的识字学习中全面地使用科技(Belland, 2009)。通过对过去几十年文献的广泛综述,大多数因素都与政策/课程信息冲突、资源的可获得性以及教师对儿童读写学习的教育学/信念有关。所有这些因素按照Ertmer(1999)将其分为两个层次:外部影响(一级)和内部影响(二级)。我的项目是基于外部因素和内部因素的分类。外部因素通常被认为是ICT与早期读写课程整合的最初影响。这些因素包括政府政策、普及识字资源、培训和技术支助。政府政策对学校的决策和教师的态度有着广泛的影响(Lynch & Redpath, 2014)。

加拿essay代写:早期教育研究

儿童从出生到8岁的早期学习与发展(VEYDF, p.44)强调将ICT融入到“儿童的游戏体验和项目”中,鼓励儿童利用ICT来探索新的信息和表达他们的想法。然而,早期的课程、评估和报告政策倾向于让学生掌握传统的基于打印的读写技能编码和解码(Lynch & Redpath, 2014)。这一政策背景是在维多利亚州和其他澳大利亚州发现的,类似于在英国和美国发现的(Burneett, 2009;Wohlwend,2012)。在这种情况下,学校和教师收到相互矛盾的信息,怀疑信息通信技术是否在早期识字学习中是必不可少的一部分。虽然收到了这些相互矛盾的信息,但一些学校和教师仍然对信息通信技术融入读写学习持积极态度(Hennessy, Ruthven, & Brindley, 2005)。对于这些教育工作者来说,获得资源、培训和技术支持都是一种挑战。教师们经常在寻找一个相应的软程序,可以用来教授新兴和开始的读者(Ihmeideh, 2009)。

加拿essay代写:早期教育研究

Researchers agree that although current policies gesture towards Integration of ICT into literacy curricula, we seldom see that one school comprehensively uses technology in early years’ literacy learning (Belland, 2009). Through a broad overview of last few decades of literatures, most factors were related to the conflicts of messages from policy/curriculum, availability of resources and the teacher’s pedagogy/beliefs on children’s literacy learning. All these factors are categorized by Ertmer (1999) into two levels: external influences (first- order) and internal influences (second-order). My project is based on the categories of external and internal factors.External factors are often seen as initial influences on integration of ICT into early years literacy curricula. These factors include government policy, availability of literacy resources, training and technique support. The government policy has widely influenced on school decisions and teachers’ attitudes (Lynch & Redpath, 2014).

加拿essay代写:早期教育研究
Early Years Learning and Development for Children from Birth to Eight Years (VEYDF, p.44) emphasizes integration of ICT into ‘children’s play experiences and projects’ and encouragement of children use of ICT exploring new information and representing their ideas. However, the early years curriculum, assessment and reporting policy tends to privilege student mastery of traditional encoding and decoding of print-based literacy skills (Lynch & Redpath, 2014). This policy context is found in Victoria and other Australian states, which is similar to be also found in England and the USA (Burneett, 2009; Wohlwend, 2012). In this situation, schools and teachers receive contradictory messages and suspect whether ICT is an essential part in early years literacy learning. Although received such contradictory messages, some schools and teachers still keep a positive attitudes on ICT integration into literacy learning (Hennessy, Ruthven, & Brindley, 2005). For those educators, availability of resources, training and technique support are become challenges. Teachers are often struggling in finding a corresponding soft program that could be used to teach emergent and beginning readers (Ihmeideh, 2009).

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