英语翻译Using,Adapting and Designing Technology-Enhanced Curricu

英语翻译
Using,Adapting and Designing Technology-Enhanced Curricula
When teachers integrate technology applications into the curriculum,they knowingly or unknowingly are curriculum developers.The programs discussed above and in Chapter III reflect three different models for integrating technology into inquiry-oriented curricula.In one model,teachers may find a particularly exciting technology application to integrate into existing instruction (e.g.,Catlab).Room is made within the curriculum to accommodate this application.In another model,the teacher accesses a complete and comprehensive multimedia curriculum (e.g.,Voyage of the Mimi).From the rich array of available resources,the teacher must select and sequence those she or he wants to use.In a third model,teachers construct a curriculum unit around a theme or topic,using a variety of technology applications (e.g.,the construction of an I-Search unit in MAKE IT HAPPEN!).
Regardless of how extensively technology is used (one program or multiple programs) or how state of the art the technology applications being used might be (word processing,laser disc,CD-ROM),any technology integration requires that teachers engage in rethinking,reshifting,and reshaping their curriculum.Any technology use should force teachers to pose questions such as:What does the technology offer my students in terms of developing concepts and content?How does it help them to carry out inquiry processes?How will they work together collaboratively or cooperatively?What is the relationship between the technology and other instructional materials?What knowledge,processes,skills do students need before using the technology?What new knowledge of my content or discipline,of teaching,or of technology do I need in order to foster new learning in my students?The answers to questions such as these have important implications for teachers own learning and for their role in the classroom.

使用,当教师有意把技术应用并入课程,他们或者不知不觉是课程开发者时,适应和设计技术提高的课程.高于第III章和在第III章讨论的计划为把技术并入面向询问的课程反映出3 个不同的模型.用一个模型,教师可能发现特别令人激动的技术申请积分进现有的指示(例如,Catlab).空间被在课程内做,以适应这申请.用另一个模型,教师进入一门完全和综合的多媒体课程(例如,Mimi的航行).从那些系列富有的可得到资源,那些教师那里选择必须和顺序那些她或者他想要使用.用第3 个模型,教师结构 在一个主题或者题目周围的一个课程单位,使用多种技术应用(例如,建设一我搜寻单位在打IT 发生!) .
不管,技术多么广泛,这使用(一个计划或者多个计划)或者,使用的技术应用的最新水平可能是(字处理,激光唱片,CD-ROM)怎样,任何技术综合要求教师从事重新考虑,reshifting,并且重新形成他们的课程.有技术使用强迫应该教师造成问题象那样那些技术用发展概念和内容方式提供学生什么?帮助他们进行询问过程怎样?还是合作他们将怎样一同工作collaboratively?在技术和其他教材之间的关系是什么?在使用技术之前,学生需要什么知识,技能?什么我的内容或者纪律的新知识,