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哈姆 發問時間: 社會與文化語言 · 1 0 年前

可以幫忙翻譯英文科技教育。

Another lesson from many interviewees was a need to acknowledge the merit in accepting, not

dismissing, opportunities offered by older technologies. In Tony Bates’ international experience

as a technology innovator and critic: ‘New technology is not always better than old technology.

So it makes no sense to throw away what we do know and pretend everything is new.’ Naomi

(Sargant) McIntosh realized very quickly that quality educational television is ‘quite emotional

and you really have to understand that. You can’t just sit there and be analytical and say, “stop

that.” The piece has to work intuitively … once the narrative stops and doesn’t work, you lose

people’s attention.’

The need for technical reliability showed up in many comments about adequate maintenance

of technology infrastructure (especially after the set-up funding ends), comprehensive service to

learners and tutors over 24/7/365 time spans, and again meticulous attention to the smallest

operational details. Janet Poley’s experience led to these sharp lessons about the learner as

consumer: ‘When the picture fails, people talk. When the audio fails, people walk.’

Critical mindsets about technology are necessary, despite the seductive (Khaslavsky and

Shedroff, 1999) blandishments of early adopters, institutional staff ‘techies,’ and sales marketers.

For Terry Gibson (as just one example), seduction had arrived when his colleagues became

‘enamoured with special effects and [were] sidetracked from [their] initial learning objectives.’

Interviewees with long views of technology adoption also recognized the cyclical nature

of much innovation and, referring to Schramm’s famous ‘no magic bullet’ lesson (1977), were

not swept away by marketing hyperbole or the pressure to imitate quick decisions of

peers. Decades of experience in research and international aid led to this reflection from Hilary

Perraton:

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  • 1 0 年前
    最佳解答

    來自許多被接見者的另一門課是在接受方面承認功績的需要,不

    解散,機會根據較舊的技術提供。 在湯尼減弱國際的經驗

    當做一個技術改革者和批評家: ’新的技術不總是比舊的技術好。

    因此它沒有道理丟棄我們確實知道而且假裝,每件事物是新的。’

    拿俄米

    (Sargant)麥金托什紅蘋果非常快地了解那品質教育的電視是’相當情緒

    而且你真的必須了解那。 你不能僅僅坐那裡而且是分析的而且說,”停止

    哪一。”塊必須直覺地工作…一旦敘述的停止而且不工作,你失去

    人們的注意。’

    對技術上的可信度的需要在關於適當的維護許多評論中出現

    技術下層構造 (尤其在組-向上的資金結束之後), 廣泛的服務到

    學生和導師超過 24/7/365 次跨越,和對最小的再一絲不苟的注意

    操作的細節。 珍妮 Poley 經驗關於學生導致了這些銳利的課當做

    消費者: ’當照片失敗的時候,人說話。 當聲音的不及格,人走。’

    關於技術的重要的心態是必需的,儘管早期的養父母的誘惑 (Khaslavsky 和Shedroff, 1999) 甜言蜜語,制度的職員’易怒的,' 和售賣市場商人。

    因為泰瑞桀布生 (當做只是一個例子),慫恿到達當他的同事變成

    ’以特別的效果迷住了和〔是〕導入傍軌從〔他們的〕起始學問目的。’

    被接見者用技術採用的廣闊視野也辨認出循環的自然

    很多改革和,提及 Schramm 的出名’沒有魔術的子彈’課 (1977), 是

    不藉由銷售誇張法或壓力模仿快決定掃掉

    同儕。 在研究和國際的幫助的經驗的十年導致了來自希拉里的這反映

    Perraton:

    我英文程度還不錯喔

    加油

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