Helping Teachers Get on Board with Technology:Training within Communities is the Key

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Although the benefits of using technology in the classroom have been known for some time, research has shown that, for a number of reasons, teachers of many different subjects have been reluctant to use it as part of their classroom practice. Some institutional factors, such as a lack of funding for technology, unreliable Internet access, etc., limit teachers in what they are able to attempt, even if willing to do so. However, even when these issues pose no problems, and technology is readily available, such as in the Japanese EFL context, teachers may still resist using it for a variety of reasons, the most prevalent being that they are not provided with adequate training. What happens, then, when all teachers, due to a global pandemic, are suddenly forced to provide emergency remote teaching (ERT) to students? Peer support groups such as Professional Learning Networks (PLN) may provide an answer.

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