本文主要讲教师如何提高学术技术的成熟度，学术技术的成熟越来越受到重视。讨论的主题是创新、实现和寻找新的技术来教授学生。人们期望对教与学的过程采取一种更系统和反思的方法。教育学是一些重要的学习和教学工具。将新技术融入到现有的教学文化中(Kosnik et al.， 2013)。在这种情况下，相关的涉众担心共享内容和应用程序开发。在儿童学习空间中，学习的翻译包含在研究实践中(Edwards, 2013)。本篇论文代写文章由澳洲论文通AssignmentPass辅导网整理，供大家参考阅读。
A growing emphasis is focused on the maturation of academic technology. The discussion is about the novel, implementations and finding new technology to teach the students. It is expected that a more systematic and reflective approach for the process of teaching and learning is needed. Some of the important learning and teaching tools lie in the pedagogy. The incorporation of a newer technology forays into the existing culture of teaching (Kosnik et al., 2013). In this, the stakeholders who are involved are worried about the sharing content and the application development. In the spaces of children learning, translation of the learning is contained into research practices (Edwards, 2013).
The selection of the appropriate models and development of strategies to teach the children cause the teachers to be confounded. Added to these issues, the teachers need to worry about protecting the data. The advent of the analytics tool and use of data have created a range of ethical challenges. The children are found to be more vulnerable in this schema. These need to be comprehended (Walsh, 2016). Innate understanding of the evolving role of the technologies and the ways to be effective teachers needs to be comprehended. However, this practice is a daunting task. The faculties are in a very difficult situation (Ng, 2015). They need to engage the students, ensure that they gain technology skills to handle the emerging trends.
It is imperative to address the change-resistant professional practices and find ways to incorporate newer technologies into the exiting and institutional structures. Children in many cases lose the face-to-face contact. Many advantages of the print media become nebulous in this process. There is increase in the learning of the observed content. Human interaction becomes limited. Human interaction and learning through imaginations are important tools that must be considered for the sustenance in the world. These become obscured in the pedagogy of digital technology.