利用技术变革教与学——访哈佛大学教育技术专家克里斯·德迪教授

Utilizing Technology to Transform Teaching and Learning —Interview With Professor Christopher Dede at Harvard University

克里斯·德迪(Christopher Dede)现为哈佛大学教育学院(Graduate School of Education)教授，是美国国家教育技术专家组成员，曾作为召集人之一参与制定 2010年美国《国家教育技术计划》。德迪教授长期从事技术变革教育方面的研究与实 践工作，其研究方向包括新兴学习技术、教育技术政策分析与评估、教育创新、多用 户虚拟环境、在线教师专业发展等。此外，他还是国际移动学习领域的先行者和领 军人物之一，提出了被广泛采用的教育创新扩展框架。德迪教授主持包括EcoXPT、 EcoMOBILE等在内的多个国家科学基金项目，研究成果在世界一流顶尖刊物《科 学》上发表。 在访谈中，围绕“技术变革教与学”这一话题，德迪教授与我们分享了他对技术 变革教育的内涵、技术与教学集成、新千禧年学习风格、未来学习特征、多用户虚拟 环境研究、教育创新的扩展性、数字化教学平台等问题的理解。他指出，我们应该主动采用“社会技术法(Sociotechnical Approach)”去认识和发挥技术在变革教育中的作用；根据技术变革教学与学习环境的不同程度，可以将 技术集成分为初级集成、中级集成和高级集成三个层次；技术支持的下一代学习具有三个明显特征：沉浸性、泛 在性和个性化；多用户虚拟环境在重塑人类学习上具有无限潜能，可以从多维视角、情境学习和迁移三个方面 提升教育效果；教育研究要提前从深度、可持续性、传播、转换和进化五个维度，设计考虑教育创新的扩展性问 题。最后，德迪教授比较了数字化教学平台与学习管理系统的区别，并对中国教育信息化发展提出了一些建议。

Christopher Dede is a professor in learning technologies at the graduate school of education of Harvard University. He is also a member of the national educational technology expert committee， who participated in writing the national educational technology plan of year 2010.His research spans emerging technologies for learning， infusing technology into largescale educational improvement initiatives， developing policies that support educational transformation， and providing leadership in educational innovation. He is currently conducting funded studies to develop and assess learning environments based on virtual worlds， augmented realities， transformed social interaction， and online teacher professional development. Dede is a leader in mobile learning initiatives and has developed a widely used framework for scaling up educational innovations. He is the PI of several projects sponsored by the national science foundation， such as EcoXPT and EcoMOBILE. One of his papers has been published on the world rank-top journal of Science. In this interview， Dede talked about his understandings of several key topics， including the connation of educational transformation using technology， the technology integration in teaching， neomillennial learning styles， future learning， multi-users virtual environment， the scalability of educational innovation， and digital teaching platform. He indicated that: (1) we should take a sociotechnical approach to analyze and use technology in transforming education; (2) there are three levels of technology infrastructure/ integration that help to describe the extent to which technologies are used to transform teaching and learning environments; (3)the next-generation learning shaped by technologies have three obvious characteristics: immersive and richly contextualized， ubiquitous， and personalized; (4) MUVEs can enhance education in at least three ways: by enabling multiple perspectives， situated learning， and transfer; (5)researchers should design the innovation considering from five inter-related dimensions: depth， sustainability， spread， shift， and evolution. Finally， Dede compared the differences between the digital teaching platform and the learning management system， and proposed some suggestions for the development of educational informationization in China.