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美国留学生论文代写:数字化教学

尽管在其他发达国家曾有过将数字化学习融入教学的巨大尝试,但尼日利亚还没有被技术提高教学和学习的潜力所吸引。我们许多学校在将技术融入教学方面落后。教师们担心通过采用新技术来改进和修改教学内容。指出,尼日利亚等许多发展中国家都有明显的迹象表明,相关和合适的软件供应是阻碍尼日利亚高等院校广泛应用和利用数字学习的主要瓶颈。指出,经验证明,数字学习的好处不能被充分利用,期望不能被满足,技术常常被用来简单地强化过时的学习方法。批评说,虽然信息通信技术被应用于教育,但是教学方法和学习方法基本没有变化。因此,由于带宽的经常性成本,一些大专院校无法使用互联网。获取技术的不平等是尼日利亚高等院校学生之间存在的数字鸿沟的挑战。因此,他们中的一些人无法负担电脑,因为相对于该国工人的平均收入,尼日利亚的上网成本仍然偏高,一些学生觉得负担得起电脑是个挑战。

美国留学生论文代写:数字化教学

While there had been a giant attempt at integrating digital learning into instruction in other advanced countries, Nigeria is not yet fascinated by the potential of technology to enhance teaching and learning. Many of our schools are lagging behind in integrating technology into instruction. Teachers are apprehensive about improving and modifying instruction by incorporating the new technologies. According to Salomon (1989), there are clear indications from many developing countries like Nigeria that the supply of relevant and appropriate software is a major bottleneck obstructing wider application and utilization of digital learning in Nigeria tertiary institutions. Schulmeister (2006) states that experience proved that the benefits of digital learning could not be fully taken advantage of, expectations could not be met and that technology often was used to simply reinforce outmoded approaches to learning. Resnick (2002) criticizes that even though Information Communication Technology is applied in education, the approaches to teaching and learning remain largely unchanged. There is therefore non-availability of internet access in some tertiary institutions because of the recurrent cost of bandwidth. Inequality of access to technology is the challenge of digital divide existing among the student in Nigeria tertiary institution (Omofaye, 2007). Thus, some of them are unable to afford computers due to the relative cost to the average income of workers in the country The cost of accessing the internet in Nigeria is still on the high side, some students find it a challenge to afford。

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