Questioning the Role of Tomorrow's Teacher: Technology-Facilitated Differentiated Learning in 21st Century Classrooms

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Author(s): Doug Reid (Grant MacEwan University, Canada)and David Feist (Greater St. Albert Catholic School District, Canada)
Copyright: 2018
Pages: 19
Source title: Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-3873-8.ch008

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

A technology diverse school explored a shift toward more student centered pedagogical practice. The project happened to determine if a shift in teacher practice could impact student engagement and success. The results were positive as many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning theory including non-linear learning approaches can work in more generalizable settings than have been deeply published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.

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Questioning the Role of Tomorrow's Teacher: Technology-Facilitated Differentiated Learning in 21st Century Classrooms

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