- Nov 2022
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www.tandfonline.com www.tandfonline.com
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Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic
-I will download the full article in EBSCO
-This article will give me insight into how the self-determination theory helped with student engagement during the online learning they received during covid pandemic.
-rating 7/10
Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30.
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Leading and Teaching with Technology: School Principals' Perspective
This article will provide me with insight into how the use of technology has changed in the grade school education system based on principals' perspectives.
rating 8/10
Ugur, N. G., & Koç, T. (2019). Leading and Teaching with Technology: School Principals' Perspective. International Journal of Educational Leadership and Management, 7(1), 42-71.
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www.tandfonline.com www.tandfonline.com
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Teachers’ Use of Technology in Elementary Reading Lessons
-I will download this full article through EBSCO
-This article will provide me with teaching strategies that use technology in elementary reading lessons.
-rating 8/10
McDermott, P., & Gormley, K. A. (2016). Teachers’ use of technology in elementary reading lessons. Reading Psychology, 37(1), 121-146.
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docs.lib.purdue.edu docs.lib.purdue.edu
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Elementary Teachers’ Views about Teaching Design, Engineering, and Technology
This article will provide me with insight on the views elementary teachers have on design, engineering and technology.
rating 8/10
Hsu, M. C., Purzer, S., & Cardella, M. E. (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 5.
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Elementary School Teachers and Teaching with Technology
This article will provide me insight into teaching with technology at the elementary school level.
rating 6/10
Varol, F. (2013). Elementary School Teachers and Teaching with Technology. Turkish Online Journal of Educational Technology-TOJET, 12(3), 85-90.
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nsuworks.nova.edu nsuworks.nova.edu
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Experiential Learning Theory as a Guide for Experiential Educators in Higher Education
This article will provide me with an overview of the experiential learning theory and how it can be applied to higher education settings.
-rating 8/10
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.
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bera-journals.onlinelibrary.wiley.com bera-journals.onlinelibrary.wiley.com
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Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education
-I will download the full article through EBSCO.
-This article will give me perspective on the limitations of current research on teaching and learning with technology in higher education settings.
-rating 8/10
Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4), 536-543.
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journals.sagepub.com journals.sagepub.com
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Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education
-I will download the full article through EBSCO.
-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.
-rating 7/10
Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.
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Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education
-I will download the full article through EBSCO.
-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.
-rating 7/10
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www.tandfonline.com www.tandfonline.com
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Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice
-I will download the full article in EBSCO.
-This article will provide me with insight into whether the use of technology in higher education classrooms is effective.
-rating 6/10
Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research & Development, 33(3), 549-564.
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www.sciencedirect.com www.sciencedirect.com
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Teaching and technology in higher education: student perceptions and personal reflections
-I will download the full article through EBSCO.
-This article provides insight to students perspectives of how they learned with technology in their higher education classrooms.
-rating 7/10
Milliken, J., & Barnes, L. P. (2002). Teaching and technology in higher education: student perceptions and personal reflections. Computers & Education, 39(3), 223-235.
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www.tandfonline.com www.tandfonline.com
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Teaching with technology in higher education: understanding conceptual change and development in practice
- I will download the full article through EBSCO.
-This article will provide me with insight on how to use technology to teach in higher education settings. This presents what conceptual change means and how it has been used in higher education settings.
-rating 6/10
Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87.
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- Nov 2018
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thejournal.com thejournal.com
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Study: Most Teaching and Learning Uses Technology Nowadays
This article reviews the impact of technology in the classroom. Today over 73% of teachers stated students are using tablets or laptops in the classroom. According to David Nagel, technology not only dominates education but also make students more productive and stimulates them intellectually.
There is a link on the site to the complete study.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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- Nov 2017
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www.insidehighered.com www.insidehighered.com
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Seventeen instructors offer guidance for colleagues teaching an online course for the first time
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- Jul 2017
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newlearningonline.com newlearningonline.com
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A pedagogy of Multiliteracies would need to address this as a fundamental aspect of contemporary teaching and learning.
As thecnology evolves pedagogy needs to keep up with the rapid changes. Our students do not learn the same way they did 10 years ago, when most of the new teacher attended schools.
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newliteracies.uconn.edu newliteracies.uconn.edu
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How can we develop adequate understanding when the very object that we seek to study continuously changes?
This can be seen as a problem or as an advantage, information is always changing, ideas are been created and developed. Students and teachers do not need to wait for books to print materials to be accessible, is right there.. one click away, now how we find and analyze information on the web is the tool our students need to become web literate .
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Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile “apps” and ebooks
students using this sites need to have web-literacy skills to obtain accurate and relevant information.
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www.gettingsmart.com www.gettingsmart.com
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The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.
not all technologies are appropiate for all tasks!
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Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks, but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.
The idea of teaching foreing languages without the use of teachnology is imposible for me, and to any other educatior that base their lesson in current information to spark the student's interest.
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As many districts jump on board with 1:1 implementation, Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!
This reminded me of the struggle as a school administrator to "roll-out" the 1:1 program without giving teachers the PD necesary to develop a teaching plan with such great tool.
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www.educatorstechnology.com www.educatorstechnology.com
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One way to do this is by introducing teachers to the different analytical frameworks they can use to assess, select, and use technology in their instruction. These are basically conceptual models that provide a number of guidelines for teachers to reflect on when trying to implement technology in class.
How much technology is too much?
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SAMR (Substitution, Augmentation, Modification, and Redefinition) is a four-level conceptual framework developed by Dr Ruben Puentedura (2006) to help teachers make effective use of technology in their instruction
What is SAMR? After reading about this model, I concluded that SMAR is a process to help teacher evaluate technology and integrated into lessons to facilitate student learning.
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www.citejournal.org www.citejournal.org
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At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration.
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TPACK framework seeks to extend this tradition of research and scholarship by bringing technology integration into the kinds of knowledge that teachers need to consider when teaching. The TPACK framework seeks to assist the development of better techniques for discovering and describing how technology-related professional knowledge is implemented and instantiated in practice.
Having the skills to incorporate the right amount of technology will determine success.
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Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication.
extremely important when "negocioation of meaning" is at play
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dmlcentral.net dmlcentral.net
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By tweeting, blogging, reading blogs, social bookmarking and annotating, and even simply lurking on digital platforms with their peers, students can become members of our classroom communities and not simply play the role of student.
technology and the role of the student in the classroom
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- Sep 2016
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www.hup.harvard.edu www.hup.harvard.edu
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Minds Online
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