Griffin John D
Department of Biology, College of William and Mary, Williamsburg, Virginia 23187, USA.
Adv Physiol Educ. 2003 Dec;27(1-4):146-55. doi: 10.1152/advan.00059.2002.
The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.
将任何形式的教育技术整合到特定课程或课程体系中的主要动机始终应该是提高学生的学习效果。然而，很难确定哪些技术将是最合适和最有效的教学工具。通过将技术增强的学习体验与明确的学习目标相结合，教学变得更加高效且有效，学习也真正得到了提升。在本文中，我描述了我如何在两门结构和内容不同的神经科学课程中广泛使用技术。课程网站充当资源中心，并为学生互动提供了一个论坛。PowerPoint演示文稿增强了正式讲座的效果，并提供了所呈现材料的有条理的大纲。一些讲座还辅以交互式光盘，用于讲解困难的生理学概念。此外，在实验课中使用了基于计算机的生理记录系统，改善了小组学习的实践体验，同时强化了研究方法的概念。尽管技术可以提供强大的教学工具，但学习环境的改善仍然依赖于教师。决定技术能否有效使用的是教师的技能和热情。
