A Phenomenological Study Of First Career Millennial Novice Elementary School Teachers Use Of Technology

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A Phenomenological Study of First-career Millennial Novice Elementary School Teachers' Use of Technology

Author : Karla Ontiveros-Karr
Publisher :
ISBN 13 :
Total Pages : 220 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis A Phenomenological Study of First-career Millennial Novice Elementary School Teachers' Use of Technology by : Karla Ontiveros-Karr

Download or read book A Phenomenological Study of First-career Millennial Novice Elementary School Teachers' Use of Technology written by Karla Ontiveros-Karr and published by . This book was released on 2017 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this hermeneutic phenomenological study was to describe the attitudes and understandings for millennial first-career novice (FCMN) teachers toward transformational technology integration in the elementary classroom as it relates to the technological, pedagogical, and content knowledge framework (TPACK). Three research questions framed this study: (a) How do millennial first-career novice teachers from the Midwestern United States describe their level of content knowledge, technological knowledge, and pedagogical knowledge (TPACK) to support their teaching practices in the elementary classroom? (b) How do participants describe their approach to instructional decision-making based on their technological knowledge in the elementary classroom? (c) How, if at all, do perceptions as preservice teachers now influence their perceptions as novice teachers in their current classroom setting? Self-reflective journals, task-based renderings, and semi-structured interviews were counted into the data collection process to achieve triangulation. Themes emerged with the application of the hermeneutic cycle. Line-by-line analysis gave way to descriptive codes along with interpretive reflection, rethinking, rereading, and rewriting to identify patterns of the phenomenon. The four themes were: (a) fluctuating context undermines quality of practice, (b) positive dispositional attitudes and growth experiences stabilize quality of practice, (c) professional support networks develop quality of practice, and (d) relative decision-making enriches the quality of practice. The FCMN teachers’ ability to use technology for transformative learning develops only after stabilizing the setting and gaining a depth of content and pedagogical knowledge within the elementary classroom.

Novice Elementary Teachers' Sense of Preparedness Incorporating Technology

Author : Amanda Lynn Margiewicz
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis Novice Elementary Teachers' Sense of Preparedness Incorporating Technology by : Amanda Lynn Margiewicz

Download or read book Novice Elementary Teachers' Sense of Preparedness Incorporating Technology written by Amanda Lynn Margiewicz and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand the phenomenon of novice elementary teachers’ sense of preparedness incorporating technology into instruction within South-Central Pennsylvania school districts. The theory guiding this study was Albert Bandura’s theory of self-efficacy as it relates to novice elementary teachers’ self-efficacy and perceived preparedness with incorporating technology into instruction. The qualitative research method was used along with a transcendental phenomenological approach to understand the phenomenon. The participants included 11 novice elementary educators employed within the South-Central Pennsylvania school districts that have had previous experiences with the phenomenon. The three data collection methods that were used included individual interviews, focus group discussions, and letter writing samples. The data was analyzed using preliminary jottings, coding, triangulation, and member checks. Five themes emerged: (1) barriers of technology use, (2) relevant coursework, (3) student teaching and practicum, and (4) need for professional development support. Each of these themes aligned with the studies central research question and sub-questions. The findings revealed areas of support that teacher-education programs and school districts can provide to better equip educators with the implementation of technology into instruction.

#Generation Z

Author : Rachel Nichole Hernandez
Publisher :
ISBN 13 :
Total Pages : 192 pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis #Generation Z by : Rachel Nichole Hernandez

Download or read book #Generation Z written by Rachel Nichole Hernandez and published by . This book was released on 2020 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenology was to describe the experiences of teachers’ educational technology use in Title I elementary schools in Central Florida. The central research question in this study was: How do Title I elementary teachers in Central Florida describe their experiences utilizing educational technology in the classroom? The theoretical foundation for this study was grounded in Bandura’s social cognitive theory, more specifically, teacher self-efficacy, which is a significant component of social cognitive theory. The design of this study was a transcendental phenomenology, a qualitative model that is most appropriate since I sought to make meaning from the descriptions of teachers’ use of educational technology in the Title I classroom. The sample consisted of 15 teachers from Title I schools across Central Florida. I collected data using in-depth personal interviews, focus groups, and journal prompts. The data was analyzed through phenomenological reduction. Findings from this study revealed how the Title I teachers utilized technology in their elementary classrooms to prepare their students for college or careers. The research revealed the importance of technology training and administrative support for teachers to be able to integrate technology into their classroom curriculum effectively. Recommendations for future research include expanding the study to comprise more Title I schools and exploring the effects of remote learning for students should the need arise for distance learning. Keywords: Title I schools, educational technology, technology integration, transcendental phenomenology, pedagogy, self-efficacy

Teacher's Experiences in Implementing Technology-rich Curriculum for Student Achievement

Author : Dorrothe Jean
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (133 download)

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Book Synopsis Teacher's Experiences in Implementing Technology-rich Curriculum for Student Achievement by : Dorrothe Jean

Download or read book Teacher's Experiences in Implementing Technology-rich Curriculum for Student Achievement written by Dorrothe Jean and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study is to describe how premillennial teachers at East Orange Public School (EOPS, a pseudonym) respond to technology-rich curriculum. Twelve elementary school premillennial teachers will participate in the study focused on one central research question and three sub-questions: (a) What is the lived experience of elementary teachers implementing technology-rich mathematics curriculum? (b)How do elementary school teachers perceive their preparedness for teaching in a classroom where technology-rich math curriculum has been implemented? (c)How do elementary school teachers describe their transitions from a premillennial curriculum to a millennial curriculum where it has been implemented? (d) How do premillennial elementary school teachers generate and disseminate cooperative ideas among colleagues about implementing technology-rich math curriculum into the classroom curriculum? This study will utilize the theoretical framework of Weiss’s theory of change. Purposeful sampling will be used to identify urban elementary school teachers who have taught for at least three years after completing the teacher preparation program. Data will be collected using interviews from 12 premillennial teachers with at least three years of teaching experience. Data collection will include individual interviews and the three focus group interviews which will be audio-recorded, transcribed, and coded. Data will also be collected via reflective journal prompts. Data analysis will consist of within-case analysis and descriptive coding, organizing, and synthesizing of emerging themes. Trustworthiness will be addressed through triangulation and member checks.

The Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom

Author : Rebecca S. Acosta
Publisher :
ISBN 13 :
Total Pages : 199 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis The Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom by : Rebecca S. Acosta

Download or read book The Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom written by Rebecca S. Acosta and published by . This book was released on 2019 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: If Title I elementary students are not given opportunities to learn how to utilize digital technology in their classrooms, a whole segment of the population will lack the knowledge and skills to become successful upon graduation and contribute to the betterment of society. The purpose of this transcendental phenomenological study was to describe the experiences of Central Texas elementary teachers’ use of digital technology in their Title I classrooms. The central research question in this study was: how do Title I elementary teachers in Central Texas describe their experiences using digital technology in the classroom? Two theories framed this investigation. The first was the experiential learning theory which emphasizes the relationship experience plays in adult learning. The second theory was Social Constructivism, specifically Lev Vygotsky’s zone of proximal development which describes how students move through three zones of development to master concepts. Findings from this research revealed how 11 Title I elementary teachers are preparing their students for life in the 21st century through technology integration. Data collection was conducted through interviews, focus groups, and writing prompts. All data was analyzed using Moustakas’ steps for data analysis. This research revealed the depth of technology integration in Title I elementary schools and the dedication these participants had regardless of the barriers they had to overcome. Recommendations include further research with more Title I elementary schools and added student perspectives.

Pre-millennial, Veteran Teacher Perceptioins of Implementing a Digital 1:1 Initative Into Elementary Classrooms in Three Private, Independent Schools in the Southern United States

Download Pre-millennial, Veteran Teacher Perceptioins of Implementing a Digital 1:1 Initative Into Elementary Classrooms in Three Private, Independent Schools in the Southern United States PDF Online Free

Author : Pamela McKee
Publisher :
ISBN 13 :
Total Pages : 230 pages
Book Rating : 4.:/5 (962 download)

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Book Synopsis Pre-millennial, Veteran Teacher Perceptioins of Implementing a Digital 1:1 Initative Into Elementary Classrooms in Three Private, Independent Schools in the Southern United States by : Pamela McKee

Download or read book Pre-millennial, Veteran Teacher Perceptioins of Implementing a Digital 1:1 Initative Into Elementary Classrooms in Three Private, Independent Schools in the Southern United States written by Pamela McKee and published by . This book was released on 2016 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an effort to improve educational experiences and provide differentiated instruction, both public and private schools alike are requiring the inclusion of 21st century digital technology in K-12 classrooms, and more specifically, 1:1 initiatives that provide a device for each student. Transitioning to a 1:1 classroom initiative presents unique challenges to pre-millennial, veteran teachers. There is limited research examining the experiences and perceptions of this unique group of teachers, especially those involved in private education. The purpose of this transcendental phenomenological study was to describe the perceptions of pre-millennial, veteran teachers in three private, independent schools as they integrated digital, 1:1 technology into their elementary classrooms. This study utilized the theoretical framework of Ely’s Conditions of Change and Mezirow’s Adult Transformative Learning. Research questions focused on pre-millennial, veteran teachers’ perceptions of: (a) integrating 1:1 tablets and laptops; (b) how teaching has changed since the integration; and (c) the role professional development played throughout the process. Purposeful sampling was used to identify pre-millennial veteran teachers who were born prior to 1980 and who have taught for more than 10 years. Data collection included an online survey, personal interviews, and a focus group. All data were analyzed using Moustakas’ phenomenological analysis. Provisional codes were identified using the interview and focus group data, and significant statements were clustered into themes. The study revealed the following four themes: (a) technology enhances instruction; (b) technology is supplemental to instruction; (c) teachers’ role remains unchanged; and (d) pre-adoption, incremental, and on-site technical support is required.

On Becoming Technology Fluent

Author : Sandra Kay Plair
Publisher :
ISBN 13 :
Total Pages : 434 pages
Book Rating : 4.3/5 (129 download)

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Book Synopsis On Becoming Technology Fluent by : Sandra Kay Plair

Download or read book On Becoming Technology Fluent written by Sandra Kay Plair and published by . This book was released on 2010 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, organized in chapter format, is comprised of a collection of case studies designed to explain why some teachers are not prepared to meet the challenges of the National Education Technology Plan despite the pervasive evidence of technology in our personal and professional lives. The first case study is the personal history of one teacher who "battles the machine" and is reluctant to alter what works in her current practice. The next chapter is a multiple case study that examines the issues and challenges experienced teachers faced in their efforts to become more fluent in the use of educational technology. Using an extensive technology related professional development event as an intervention, the study explores teachers' use of technology before and after the inservice, the role of professional development in building technology skills, and matters related to the sustainability of skills. Teachers stressed the need for ongoing support in the form of a knowledge broker to assure continued efficacy and proficiency while integrating technology into their content and their practice. The fourth chapter, after a five year lapse, revisits two teachers from the previous multiple case study and introduces a new tech savvy teacher who shares her experiences as a new integrator of technology. Self report is used to examine the issues and challenges these experienced teachers faced in their efforts to become more fluent in the use of educational technology. The teachers in this multiple case study participated in a number of technology related professional development interventions over a period of approximately four years. This chapter includes their reflections on the successes and failures as they continue to grapple with the challenges of increasing their technological, pedagogical, and content knowledge or tpack and create change in their practice. Included is an essay presenting a proposal for a framework of five phases of professional development to support the federal government policies of No Child Left Behind and the National Education Technology Plan. The framework is upheld by five principles of professional development considered crucial for effectively changing teacher practice to incorporate instructional technology into the curriculum. By superimposing these principles: duration, content, active learning, and collaboration, this essay then positions technology related professional development as ongoing with the support of professional learning communities or networks and knowledge brokers as a means of sustaining and expanding the efforts teachers make toward technology fluency. The concluding chapter discusses how education systems constrain teachers' effort or ability to changes. Recommendations are provided on how relations among teachers and institutions might be reconfigured to promote more and better professional learning and practice in technology. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Technology Integration and Novice Teachers

Author : Lisa Marie Abate
Publisher :
ISBN 13 :
Total Pages : 610 pages
Book Rating : 4.:/5 (773 download)

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Book Synopsis Technology Integration and Novice Teachers by : Lisa Marie Abate

Download or read book Technology Integration and Novice Teachers written by Lisa Marie Abate and published by . This book was released on 2006 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this study was to examine first year teachers' experiences incorporating instructional technology into their teaching through the lens of Technology-Pedagogical Content Knowledge. Technology-Pedagogical Content Knowledge is a fairly new concept drawn from the concept of Pedagogical Content Knowledge, originating with Shulman. Participating teachers were graduates of a Southwestern University's College of Education laptop initiative that required all College of Education students to purchase a laptop. The laptop was used throughout their pre-service teaching course work. The first graduating cohort of this initiative was surveyed during their first full year of teaching. Ten of those surveyed then participated in interviews and journal writing related to their technology integration experiences. Results indicated that for the most part these new teachers are not facing access and support related barriers to technology use, though time constraints are still an issue. Results also indicated that the teachers are using technology in their instructional activities, and are continuing to grow in their technology integration skills. The basis in technology use from their College of Education combined with the technology-supportive school atmosphere in which they teach appears to be an environment that is fostering teachers who are willing to experiment with technology integration and are planning how to integrate it more in the coming school year. Their understanding of the connections between technology, content and pedagogy, their t-PCK, are developing and transforming. Impact on the field includes a greater understanding of how teachers come to design lessons for technology integration as well as a greater understanding of how graduates from teacher preparation programs with an emphasis on technology integration are able to apply their skills upon entering the teaching field.

A Phenomenology of Teachers' Experiences Using One-to-one Technology in Rural North Carolina Middle Schools

Author : Louise Marie Cline-Caulder
Publisher :
ISBN 13 :
Total Pages : 197 pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis A Phenomenology of Teachers' Experiences Using One-to-one Technology in Rural North Carolina Middle Schools by : Louise Marie Cline-Caulder

Download or read book A Phenomenology of Teachers' Experiences Using One-to-one Technology in Rural North Carolina Middle Schools written by Louise Marie Cline-Caulder and published by . This book was released on 2020 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study is to describe the experiences of middle school teachers using one-to-one technology in schools in rural North Carolina. The guiding theory, Technological Pedagogical Content Knowledge (TPACK), is a framework for interweaving technology, pedagogy, and content knowledge. The 12 participants in this study were middle school teachers from three schools in a rural North Carolina school district. The central research question for this study is: how do middle school teachers describe their daily experiences using one-to-one technology in schools in rural North Carolina. The supporting questions posed were: how do participants describe their self-efficacy regarding technology, their experiences regarding technology and its integration with pedagogy, their experiences regarding technology and its integration with the content they teach, how do participants describe the challenges and benefits of having one-to-one technology in the classroom, and how do participants describe the professional development opportunities they have or desire to have regarding the use of one-to-one technology in the classroom. Data collection methods included conducting interviews, generating focus group discussions, and an open-ended questionnaire. Data analysis procedures used were phenomenological reduction, imaginative variation, and a synthesis of textural and structural descriptions. Triangulation of data using interviews, focus groups, and questionnaires was used to establish credibility. Dependability was confirmed through epoche, member checks, and peer reviews. Rich thick descriptions of the participants’ experiences using one-to-one technology in the classroom increased transferability.

A Phenomenological Study of North Carolina Elementary Teachers' Lived Experiences with Google Classroom Integration

Author : Hilary Dodson
Publisher :
ISBN 13 :
Total Pages : 211 pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis A Phenomenological Study of North Carolina Elementary Teachers' Lived Experiences with Google Classroom Integration by : Hilary Dodson

Download or read book A Phenomenological Study of North Carolina Elementary Teachers' Lived Experiences with Google Classroom Integration written by Hilary Dodson and published by . This book was released on 2020 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand North Carolina elementary school teachers’ perceptions of Google Classroom technology integration as a lived experience. Google Classroom is a learning management system and component of the technology integration that many teachers use to organize their classroom content. The discovery learning theory by Bruner guided this study. The problem of this study was North Carolina elementary teachers experience difficulties integrating technology, using applications like Google Classroom, in combination with more traditional curriculum and instructional strategies. The central research question was: What are North Carolina elementary teachers’ perceptions of the ways in which Google Classroom technology integration impacts classroom instruction? The three subquestions then probed North Carolina elementary teachers’ perceptions of the ways Google Classroom technology integration impacts student understanding, professional development, and teacher attitudes. Participants for the study included 12 teachers from four Google Elementary Schools in the Piedmont Triad area of North Carolina. Data were collected through individual interviews, a focus group, and Google Slides, and yielded four major themes: (a) implementation of technology, (b) teacher training and support, (c) impact on student understanding, and (d) attitudes about implementing technology. The findings indicated a concise implementation process which assisted with teacher acceptance of technology integration. Findings also revealed training and support at the school level played a key role in teacher acceptance of Google Classroom. Most participants expressed a positive attitude about technology integration.

Social Science Research

Author : Anol Bhattacherjee
Publisher : CreateSpace
ISBN 13 : 9781475146127
Total Pages : 156 pages
Book Rating : 4.1/5 (461 download)

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Book Synopsis Social Science Research by : Anol Bhattacherjee

Download or read book Social Science Research written by Anol Bhattacherjee and published by CreateSpace. This book was released on 2012-04-01 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.

The New Digital Shoreline

Author : Roger McHaney
Publisher :
ISBN 13 : 9781003447979
Total Pages : 0 pages
Book Rating : 4.4/5 (479 download)

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Book Synopsis The New Digital Shoreline by : Roger McHaney

Download or read book The New Digital Shoreline written by Roger McHaney and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two seismic forces beyond our control, the advent of Web 2.0 and the inexorable influx of tech-savvy Millennials on campus, are shaping what Roger McHaney calls The New Digital Shoreline of higher education. Failure to chart its contours, and adapt, poses a major threat to higher education as we know it. These forces demand that we as educators reconsider the learning theories, pedagogies, and practices on which we have depended, and modify our interactions with students and peers, all without sacrificing good teaching, or lowering standards, to improve student outcomes. Achieving these goals requires understanding how the indigenous population of this new shoreline is different. These students aren't necessarily smarter or technologically superior, but they do have different expectations. Their approaches to learning are shaped by social networking and other forms of convenient, computer-enabled and mobile communication devices; by instant access to an over-abundance of information; by technologies that have conferred the ability to personalize and customize their world to a degree never seen before; and by time-shifting and time-slicing. As well as understanding students assumptions and expectations, we have no option but to familiarize ourselves with the characteristics and applications of Web 2., essentially a new mind set about how to use Internet technologies around the concepts of social computing, social media, content sharing, filtering, and user experience. Roger McHaney not only deftly analyzes how Web 2.0 is shaping the attitudes and motivations of todays students, but guides us through the topography of existing and emerging digital media, environments, applications, platforms and devices not least the impact of e-readers and tablets on the future of the textbook and the potential they have for disrupting teacher-student relationships; and, if appropriately used, for engaging students in their learning. This book argues for nothing less than a reinvention of higher education to meet these new realities. Just adding technology to our teaching practices will not suffice. McHaney calls for a complete rethinking of our practice of teaching to meet the needs of this emerging world and envisioning ourselves as connected, co-learners with our students.

Black Female Teachers

Author : Abiola Farinde-Wu
Publisher : Emerald Group Publishing
ISBN 13 : 1787144623
Total Pages : 225 pages
Book Rating : 4.7/5 (871 download)

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Book Synopsis Black Female Teachers by : Abiola Farinde-Wu

Download or read book Black Female Teachers written by Abiola Farinde-Wu and published by Emerald Group Publishing. This book was released on 2017-07-26 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers experience.

Learning Partnerships

Author : Marcia B. Baxter Magolda
Publisher : Taylor & Francis
ISBN 13 : 1000981274
Total Pages : 213 pages
Book Rating : 4.0/5 (9 download)

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Book Synopsis Learning Partnerships by : Marcia B. Baxter Magolda

Download or read book Learning Partnerships written by Marcia B. Baxter Magolda and published by Taylor & Francis. This book was released on 2023-07-03 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: While a common goal of higher education is to improve student learning to prepare young adults for the professional, civic and personal challenges of their lives, few institutions have a model to facilitate these outcomes. Learning Partnerships offers a grounded theory and practical examples of how these objectives can be achieved at the college course, program, and institutional levels.The book takes as its foundation Marcia Baxter Magolda’s "Learning Partnerships Model" based on her seventeen-year longitudinal study of young adults’ learning and development from their undergraduate years through their thirties. Based on nearly a thousand participant narratives, the model offers an empirically grounded yet flexible approach to promote "self-authorship." Marcia Baxter Magolda describes the nature of self-authorship--its centrality to the learning goals of cognitive maturity, an integrated identity, mature relationships, and effective citizenship--and the Model.The book then documents examples of actual practice and the learning outcomes they have yielded. The settings include community college and undergraduate courses, exchange and internship programs, residential life, a Masters’ program, faculty development and student affairs organization.Learning Partnerships offers models for all educators--faculty and student affairs staff alike--who work to balance guidance and learner responsibility to prepare students for the complexity of the twenty-first century.

Teaching and Learning with Technology

Author : Judy Lever-Duffy
Publisher :
ISBN 13 : 9780131374447
Total Pages : 421 pages
Book Rating : 4.3/5 (744 download)

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Book Synopsis Teaching and Learning with Technology by : Judy Lever-Duffy

Download or read book Teaching and Learning with Technology written by Judy Lever-Duffy and published by . This book was released on 2011 with total page 421 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching and Learning with Technology Fourth edition continues to offer a foundation in learning theory and instructional design that helps position educational technology within the framework of teaching and learning. The text explores current and emerging technologies available to teachers. Using practical applications, examples from the classroom, and an array of reflection activities, the text offers students the opportunity to fully explore and apply technologies as tools to enhance teaching and learning. New Chapter 4 on diversity highlights technologies for special education students, ESL students, gifted, as well as diverse learning styles. The Fourth edition's new Chapter 14 New Technologies focuses on emerging technologies relevant to today's educators. Faculty will find a full range of in-text activities including reviews, group, critical thinking, and hands-on experiences as well as marginal references to the robust MyEducationLab website.

Learning Online

Author : George Veletsianos
Publisher : JHU Press
ISBN 13 : 1421438100
Total Pages : 185 pages
Book Rating : 4.4/5 (214 download)

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Book Synopsis Learning Online by : George Veletsianos

Download or read book Learning Online written by George Veletsianos and published by JHU Press. This book was released on 2020-05-19 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: What's it really like to learn online?Learning Online: The Student Experience Online learning is ubiquitous for millions of students worldwide, yet our understanding of student experiences in online learning settings is limited. The geographic distance that separates faculty from students in an online environment is its signature feature, but it is also one that risks widening the gulf between teachers and learners. In Learning Online, George Veletsianos argues that in order to critique, understand, and improve online learning, we must examine it through the lens of student experience. Approaching the topic with stories that elicit empathy, compassion, and care, Veletsianos relays the diverse day-to-day experiences of online learners. Each in-depth chapter follows a single learner's experience while focusing on an important or noteworthy aspect of online learning, tackling everything from demographics, attrition, motivation, and loneliness to cheating, openness, flexibility, social media, and digital divides. Veletsianos also draws on these case studies to offer recommendations for the future and lessons learned. The elusive nature of online learners' experiences, the book reveals, is a problem because it prevents us from doing better: from designing more effective online courses, from making evidence-informed decisions about online education, and from coming to our work with the full sense of empathy that our students deserve. Writing in an evocative, accessible, and concise manner, Veletsianos concretely demonstrates why it is so important to pay closer attention to the stories of students—who may have instructive and insightful ideas about the future of education.

An Overview of Online Learning

Author : Saul Carliner
Publisher : Human Resource Development
ISBN 13 : 9780874257403
Total Pages : 234 pages
Book Rating : 4.2/5 (574 download)

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Book Synopsis An Overview of Online Learning by : Saul Carliner

Download or read book An Overview of Online Learning written by Saul Carliner and published by Human Resource Development. This book was released on 2004 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: If you're thinking about using online learning in your organization, Online Learning will become one of your greatest planning resources. The author explains online learning in simple language, defines basic terms and concepts, and addresses three key considerations when planning an online learning program.