Emerging Technologies: Perspectives From Metacognitive Teachers

View Sample PDF

Author(s): Victoria M. Cardullo (Auburn University, USA), Nance S. Wilson (State University of New York at Cortland, USA)and Vassiliki I. Zygouris-Coe (University of Central Florida, USA)
Copyright: 2018
Pages: 21
Source title: Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-3417-4.ch012

Keywords: Digital Literacy / Engineering Science Reference / IT Research and Theory / Library & Information Science

Purchase

View Emerging Technologies: Perspectives From Metacognitive Teachers on the publisher's website for pricing and purchasing information.

Abstract

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

The IRMA Community

Research IRM

Emerging Technologies: Perspectives From Metacognitive Teachers

Purchase

Abstract

Related Content

IRMA Sponsors