英语翻译这是一篇关于教育技术方面的文章,如果有谁有翻译软件也可以介绍给我.Challenges for Teachers

英语翻译
这是一篇关于教育技术方面的文章,如果有谁有翻译软件也可以介绍给我.
Challenges for Teachers Using Technology
正文:When teachers use technology as a critical part of an inquiry-oriented learning-teaching process,they face a set of challenges,including
• Learning how to use a variety of technology applications;
• Using,adapting,and designing technology-enhanced curricula to meet students needs;
• Expanding content knowledge;
• Taking on new roles; and
• Responding to individual students.
None of these challenges stand alone; they are tightly interrelated.We discuss each challenge below.
Learning How to Use a Variety of Technology Options
When we think of teachers learning to use a variety of technology applications,we tend to focus primarily on their need to learn how to operate hardware and software.Although this is a critical component,teachers also need to develop a method of keeping abreast of new technologies and finding out about the potential power each technology application has with respect to inquiry-based teaching and learning.Each new application brings new benefits and new problems to be solved.
For example,although electronic networks are opening the classroom to new learning for both teachers and students,this medium brings new challenges for teachers.Driscoll and Kelemanik (1991) have found that it is very difficult for teachers to sustain regular,substantive discussions on a network.The discontinuity in conversation can be a big disadvantage because if some questions go unanswered,a request is ignored,or interesting lines of discussion are not pursued,the conversation may falter and users may drop out.Riel (1990a) has found that the use of bulletin boards is very time-consuming and that it is sometimes inefficient for teachers to negotiate their way through these bulletin boards in search of applicable and appropriate ideas or conversations.
In response to this problem,one junior high school in Maine hired a part- time computer network coordinator who monitors 11 different conferences on the PSINET network.The coordinator prints out the mail,reads through it,and sends copies to the teachers or administrators in the district for whom the information is useful.Occasionally,teachers will request particular information,and the network coordinator will send that request to the appropriate conference on the network (Ray 1991).
As teachers become more knowledgeable about the technology applications that are available,they need to develop criteria for selecting the applications that would be most valuable and effective,given the context of their class and student needs.They also need information that allows them to make wise decisions about allocating resources among students and managing instruction within the classroom.These decisions are closely tied to curriculum issues.

为教师运用技术挑战
正文:当教师用技术作为一个重要部分调查对象学习的教学过程,他们面对一套挑战,包括学习如何使用●多种技术应用; ●使用 适应、设计技术提高课程,以满足学生的需要; ●扩大知识含量; ●以新的工作岗位; ●响应和个别学生.这些挑战重叠; 他们紧紧关联.我们讨论每一个挑战以下.学习如何利用多种技术选择时,我们认为教师学习使用多种 技术应用,我们往往把重点放在自己需要学习如何操作硬件和软件.虽然这是一个关键组件,教师也需要发展一种掌握和了解新技术的潜在力量 每个技术应用方面的调查为基础的教学与学习.每一个新的应用带来新的好处和新的问题需要解决.例如,虽然电子网启用新教室供师生学习、 这是新的挑战,为教师教学.Driscoll和kelemanik(1991)发现,教师很难维持正常,网络实质性讨论.在谈话中可以间断的一大缺点,因为如果去解答一些问题,要求忽视 有趣的线或没有继续讨论的话题,可能强弩之末,用户可退学.瑞尔(1990a)发现利用布告栏很费时,有时是没有效率 教师通过这些谈判途中布告栏、寻找合适适用理念或交谈.针对这一问题,其中初中缅因州聘请兼职监察员11人不同的计算机网络协调员会议在 PSINet一网.协调员版画出邮件内容蜒 并将副本给教师或管理者在区为谁是有用的信息.偶尔,老师会要求特定信息 网络协调员将与该请求到适当的网络会议(1991线).作为教师更了解技术应用到复本、 他们需要发展的选拔标准,将最宝贵的申请有效,由于他们的阶级背景和学生的需要.他们还需要信息,让他们作出明智的决定,在学生管理教学资源配置起 教室.这些决定是紧密相关的课程问题.