{"title":"学习信息通信技术技能和学科语境的学习","authors":"M. Selinger","doi":"10.1080/14759390100200108","DOIUrl":null,"url":null,"abstract":"Abstract There is a growing body of evidence which suggests that information and ccommunications technology (ICT) can support, enhance and extend learning potential. Yet this all presupposes that students are confident and competent users of technology based on assumptions that presume they are conversant with basic applications. This article seeks to explore the tensions of teaching ICT skills in ways that enable students to perceive the benefits and potential of using computers to support their work. It also considers how much direct instruction is needed in order for sufficient competence to be acquired which will subsequently enable students to learn to use other features of the application to maximise these benefits. ICT as a cognitive tool is described and the development and design of ICT resources and lessons are also considered.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"59","resultStr":"{\"title\":\"Learning information and communications technology skills and the subject context of the learning\",\"authors\":\"M. Selinger\",\"doi\":\"10.1080/14759390100200108\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract There is a growing body of evidence which suggests that information and ccommunications technology (ICT) can support, enhance and extend learning potential. Yet this all presupposes that students are confident and competent users of technology based on assumptions that presume they are conversant with basic applications. This article seeks to explore the tensions of teaching ICT skills in ways that enable students to perceive the benefits and potential of using computers to support their work. It also considers how much direct instruction is needed in order for sufficient competence to be acquired which will subsequently enable students to learn to use other features of the application to maximise these benefits. ICT as a cognitive tool is described and the development and design of ICT resources and lessons are also considered.\",\"PeriodicalId\":179558,\"journal\":{\"name\":\"Journal of Information Technology for Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2001-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"59\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Information Technology for Teacher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/14759390100200108\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Information Technology for Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14759390100200108","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Learning information and communications technology skills and the subject context of the learning
Abstract There is a growing body of evidence which suggests that information and ccommunications technology (ICT) can support, enhance and extend learning potential. Yet this all presupposes that students are confident and competent users of technology based on assumptions that presume they are conversant with basic applications. This article seeks to explore the tensions of teaching ICT skills in ways that enable students to perceive the benefits and potential of using computers to support their work. It also considers how much direct instruction is needed in order for sufficient competence to be acquired which will subsequently enable students to learn to use other features of the application to maximise these benefits. ICT as a cognitive tool is described and the development and design of ICT resources and lessons are also considered.