Technology and the Preparation of Students

2018 ◽  
Vol 10 (3) ◽  
pp. 38-69
Author(s):  
Victoria M. Cardullo ◽  
Vassiliki (“Vicky”) I. Zygouris-Coe ◽  
Nance S. Wilson
Keyword(s):  
Secondary Students ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Equal Access ◽  
Systematic Change ◽  
Technology In Education ◽  
Post Secondary ◽  
Ubiquitous Environment ◽  
Evolution Of Technology ◽  
Classroom Integration

The evolution of technology has situated learning to create a ubiquitous environment. The progression of technology will require preparation of students and teachers for the 21st century, including post-secondary students, necessitating a fundamental and systematic change for learning to become ubiquitous. Ubiquitous environments should be viewed through the lens of the learner and the learning environment. Equal access for all students should be prevalent so students can have access to mobile learning devices anytime, anywhere, thus, transcending the boundaries of the classroom. Integration of m-learning and ubiquitous technology in the K-20 classroom will require a new pedagogical framework for teaching and learning. At the heart of this framework, is the metacognitive teacher: a teacher who is metacognitively aware of the affordances and challenges of technology in education.

scholarly journals A Unique Methodology For Implementing High School Capstone Experiences Through Teacher Professional Development

2011 ◽  
Vol 2 (2) ◽  
pp. 17-30 ◽  
Author(s):  
Jessica Chin ◽  
Abe Zeid ◽  
Claire Duggan ◽  
Sagar Kamarthi
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
School Students ◽  
New Approach ◽  
Post Secondary ◽  
Hands On Learning ◽  
High School Classroom

Innovators and abstract thinkers - students who question why are going to be the future of engineering, of science and cures for diseases. Rarely do students ask where and how innovation is created. Students, particularly post-secondary students have lost their curiosity and they have lost their ability to question. Why? Because the relationship between theory and application has been removed from our high schools. Although the term “STEM” is generally used, students do not appear to understand the importance of core STEM principles such as Newton’s 2nd law and therefore do not understand the influence these basic algorithms have in daily life. In recent decades, high school education has focused on quizzes and exams, state and national standardize testing and SATs. More emphasis is placed on performing well on these exams, focusing on memorization and test taking rather than on thorough comprehension. The question is, “how do you translate theory to application in the high school classroom?” Students’ knowledge and engagement are only as good as their teachers. Educators need to be given the proper tools, resources, and knowledge. CAPSULE, a capstone-based experience provides tools, resources, and knowledge to enhance the teaching and learning involvement. CAPSULE teaches and promotes inquiry, exploration and application rather than just theory. The methodology engages and educates hands-on learning, teamwork and multiple solutions through the engineering design process (EDP). The theory behind innovation is the motivation for CAPSULE – to teach and engage teachers using 3D modeling, EDP, and project-based learning to create a high school capstone experience. This paper presents a new approach of teaching STEM related courses to high school students. The methodology presented is on “training the trainer” to enable and empower teachers to master and utilize this new approach. 

Critical pedagogy and Socially Responsible Investing (SRI): Questioning our post-secondary institutions’ investment strategies

2016 ◽  
Vol 9 (3) ◽  
pp. 4-21
Author(s):  
David P. Thomas
Keyword(s):  
Critical Pedagogy ◽  
Secondary Students ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Socially Responsible Investing ◽  
Investment Strategies ◽  
Socially Responsible ◽  
Post Secondary ◽  
Responsible Investing ◽  
Student Centred Learning

This article explores the use of critical pedagogy in addressing the important issue of Socially Responsible Investing (SRI) in the postsecondary context. I argue that tools of critical pedagogy – in this case student-centred learning and sharing power in the classroom – provide a productive avenue for post-secondary students to engage with SRI. In addition, analysing current debates and trends in SRI offers an excellent opportunity to encourage active, engaged, student-centred learning, with the ultimate goal of producing citizens who are capable of questioning the world around them. The article presents a case study of a course on SRI at a small liberal arts university in Canada to illustrate the potential of critically teaching and learning about SRI.

Benefits and Challenges of Mobile Learning in Education

2015 ◽  
pp. 24-36 ◽  
Author(s):  
Abha Vishwakarma
Keyword(s):  
Learning Styles ◽  
Mobile Learning ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Technology In Education ◽  
Online Learning Communities ◽  
Diverse Learning ◽  
New Learning ◽  
Barriers And Challenges ◽  
The Impact

Advances in technologies have changed the process of learning, not just in formal educational settings but continuing education as well. Mobile learning is a part of a new learning landscape and offers the opportunity for a spontaneous, personal, informal, and situated learning. With the use of mobile technology in education, online learning communities can incorporate students from different backgrounds with vastly diverse learning styles into an educational setting. This chapter analyses the opportunities mobile learning presents and the impact mobile devices have had on teaching and learning practices and the barriers and challenges to support competitive educational experiences.

The Benefits and Challenges of Mobile and Ubiquitous Technology in Education

2015 ◽  
pp. 1-23 ◽  
Author(s):  
Victoria M. Cardullo ◽  
Vassiliki “Vicky” I. Zygouris-Coe ◽  
Nance S. Wilson
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Mobile Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
Learning Technologies ◽  
Technology In Education ◽  
Ubiquitous Learning ◽  
Ubiquitous Technology

Technology has evolved and continues to evolve at a rapid pace, allowing access to learning wherever and whenever students need, creating a ubiquitous learning environment. This rapid evolution of technology will require preparation of students for the 21st century, including post-secondary students, necessitating a fundamental and systematic change in how schools are organized for ubiquitous learning. For mobile learning technologies to truly facilitate student learning and prepare students for learning beyond the 21st century, a paradigm shift in teaching and learning is needed. Ubiquitous computing environments should be viewed through the lens of the learner and the learning environment in which all students have access to mobile learning devices anytime, anywhere, thus transcending the boundaries of the classroom. Integration of m-learning and ubiquitous technology in the K-20 classroom will require a new pedagogical framework for teaching and learning. At the heart of this framework is the classroom teacher: a teacher who is aware of the benefits and challenges of technology in education. This chapter explores the benefits and challenges of this technology in education.

The Benefits and Challenges of Mobile and Ubiquitous Technology in Education

2015 ◽  
pp. 1877-1899
Author(s):  
Victoria M. Cardullo ◽  
Vassiliki (Vicky) I. Zygouris-Coe ◽  
Nance S. Wilson
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Mobile Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
Learning Technologies ◽  
Technology In Education ◽  
Ubiquitous Learning ◽  
Ubiquitous Technology

Technology has evolved and continues to evolve at a rapid pace, allowing access to learning wherever and whenever students need, creating a ubiquitous learning environment. This rapid evolution of technology will require preparation of students for the 21st century, including post-secondary students, necessitating a fundamental and systematic change in how schools are organized for ubiquitous learning. For mobile learning technologies to truly facilitate student learning and prepare students for learning beyond the 21st century, a paradigm shift in teaching and learning is needed. Ubiquitous computing environments should be viewed through the lens of the learner and the learning environment in which all students have access to mobile learning devices anytime, anywhere, thus transcending the boundaries of the classroom. Integration of m-learning and ubiquitous technology in the K-20 classroom will require a new pedagogical framework for teaching and learning. At the heart of this framework is the classroom teacher: a teacher who is aware of the benefits and challenges of technology in education. This chapter explores the benefits and challenges of this technology in education.

scholarly journals Scribe Hero: An Online Teaching and Learning Approach for the Development of Writing Skills in the Undergraduate Classroom

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Kimberly Francis ◽  
Meagan Troop ◽  
Jodie Salter ◽  
Rosheeka Parahoo ◽  
Lucia Costanzo ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Secondary Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Small Scale ◽  
Student Writing ◽  
Post Secondary ◽  
Learning Modules

This study examined whether or not writing skills could be taught to post-secondary students via online learning modules and what student perceptions of such a learning process were like. A pilot study of the modules developed—called Scribe Hero—was conducted in the Fall of 2017. Statistical analysis of quantitative data reveals an improvement in student writing skills following their engagement with the online learning modules. Thematic analysis of qualitative data revealed that the students were engaged by the experience, finding it educational and refreshingly different from in-class options. The feedback also suggested that user-friendly technology, tone of the online environment, incentivising meaningful feedback, and maintaining a sense of direct applicability of content are essential to capitalising on this sort of teaching and learning methodology. Overall, the findings of this small-scale research study support further development of this technology while also offering lessons that can be transferred to other contexts for teaching writing.

scholarly journals Digital Tools Faculty Expected Students to Use During the COVID-19 Pandemic in 2021: Problems and Solutions for Future Hybrid and Blended Courses

2021 ◽  
Vol 9 (8) ◽  
pp. 24
Author(s):  
Catherine Fichten ◽  
Alice Havel ◽  
Susie Wileman ◽  
Mary Jorgensen ◽  
Rosie Arcuri ◽  
...  
Keyword(s):  
Secondary Students ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Post Secondary ◽  
Hyperactivity Disorder ◽  
Blended Courses ◽  
Problems And Solutions ◽  
Health Related ◽  
Inclusive Society ◽  
Post Secondary Students

Covid-19 resulted in a pivot to remote teaching and learning in most North American colleges and universities. All of a sudden faculty expected students to use a variety of digital technologies. Here we report on the technologies post-secondary students had to use and on the problems experienced by students with and without disabilities (e.g., mobility and visual impairments, attention deficit hyperactivity disorder, mental health related disabilities). In a sample of 24 post-secondary students, we found a series of problems related to: software and platform issues; connectivity; how professors managed their courses; classmates’ computer behaviors; and equipment issues. We also learned about several beneficial practices and ways to avoid problems that can be retained for future hybrid and blended courses. By giving a voice to post-secondary students our research can inform policies and practices to create a more resilient and inclusive society.

Benefits and Challenges of Mobile Learning in Education

2015 ◽  
pp. 1919-1931
Author(s):  
Abha Vishwakarma
Keyword(s):  
Learning Styles ◽  
Mobile Learning ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Technology In Education ◽  
Online Learning Communities ◽  
Diverse Learning ◽  
New Learning ◽  
Barriers And Challenges ◽  
The Impact

Advances in technologies have changed the process of learning, not just in formal educational settings but continuing education as well. Mobile learning is a part of a new learning landscape and offers the opportunity for a spontaneous, personal, informal, and situated learning. With the use of mobile technology in education, online learning communities can incorporate students from different backgrounds with vastly diverse learning styles into an educational setting. This chapter analyses the opportunities mobile learning presents and the impact mobile devices have had on teaching and learning practices and the barriers and challenges to support competitive educational experiences.

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