作　　者： ; ; (英）;

机构地区： 伦敦大学

出　　处： 《远程教育杂志》 2008年第3期4-11,共8页

摘　　要： 本文首先对综述中用到的关键术语进行界定,讨论了本领域中研究的局限和优势;然后描述了学习困难目前和历史理解的一个更宽泛的情境,并解释为什么将学习困难的社会模型作为本综述的框架;接着对本领域中技术使用的范式进行了论述,共鉴别出三种应用类型:技术用于训练或练习、技术用于辅助学习、技术用来产生学习;最后对本领域的研究给出了一个总体看法,同时为开发者、政策制定者、研究者和实践者展望了未来技术发展的方向。 This review focuses specifically on the use of digital technologies to enable children with learning difficulties to learn effectively.h begins with a definition of the key terms to be used in the review, and a discussion of the limitations and strengths of the research in this field. It then maps the wider context of current and historical understandings of learning difficulties, and explains why the social model of learning difficulties is used as a framework for this review. Then it provides an account of the different paradigms of technology use in this field, identifying three key types of use： the use of technologies to train o1＂ rehearse; the use of technologies to assist learning; and the use of technologies to enable learning.Finally it takes an overview of the research and identifies potential routes forward for developers, policy makers, researchers and practitioners.The aim of this paper is to provide a review of the research literature and to map out fruitfid and productive ways forward for those concerned with the policy, practice and design of digital technologies for use by teachers, parents and learners with learning difficulties ineducation.

关 键 词： 电子包容 学习困难 数字技术

领　　域： [哲学宗教] [哲学宗教] [文化科学] [文化科学] [电子电信] [电子电信]