Dinov Ivo D
The SOCR Resource, University of California, Los Angeles, Department of Statistics, Los Angeles, CA 90095, USA.
J Online Learn Teach. 2008 Mar 1;4(1):84-93.
Contemporary science education at all levels presents several critical pedagogical and social challenges to educators and learners alike. Among these challenges are the widening Intergenerational Information Technology (IIT) divide and the need for a comprehensive and balanced multidisciplinary training. In the past few years, it has become clear that one significant hurdle impedes the efforts to integrate information technology in the classroom - the Intergenerational IT divide. The IIT gap reflects a different growing misalignment between providers and recipients of the science and technology educational content in terms of the expected vs. supplied, needed vs. perceived and contextual vs. abstract specialized learning. The common K-12 teacher or college instructor is much less familiar with, and slower to adapt to, the new ether of communication and novel IT resources. The transfer and blending of data, research challenges and methodologies between diverse areas of science is also critical in motivating wider spectra of students, demonstrating cross-disciplinary methodological concepts and synergies, as well as for engaging students in research projects. This article discusses the problems faced by modern science educators and suggests some methods and vision for coping with the increasing IIT divide and the social need to train "complete" and broadly educated citizens.
当代各级科学教育给教育工作者和学习者都带来了一些关键的教学和社会挑战。这些挑战包括代际信息技术（IIT）差距不断扩大，以及需要全面、平衡的多学科培训。在过去几年中，很明显有一个重大障碍阻碍了在课堂上整合信息技术的努力——代际信息技术差距。IIT差距反映出在科学技术教育内容的提供者和接受者之间，在预期与提供、需求与感知以及情境与抽象的专业学习方面，存在着日益扩大的错位。普通的中小学教师或大学教师对新的通信环境和新颖的信息技术资源了解较少，适应速度也较慢。不同科学领域之间的数据转移与融合、研究挑战和方法，对于激发更广泛的学生群体、展示跨学科方法概念和协同效应，以及让学生参与研究项目也至关重要。本文讨论了现代科学教育工作者面临的问题，并提出了一些应对代际信息技术差距不断扩大以及培养“全面”且受过广泛教育的公民的社会需求的方法和愿景。
