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The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning

The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning
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Author(s): Fariel Mohan (University of Trinidad and Tobago, Trinidad and Tobago) and Garry Soomarah (University of Trinidad and Tobago, Trinidad and Tobago)
Copyright: 2018
Pages: 13
Source title: Encyclopedia of Information Science and Technology, Fourth Edition
Source Author(s)/Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-5225-2255-3.ch221

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Abstract

This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad & Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding thus aiding students by either peers or the instructor until they are comfortable to move onto a next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting into 4 virtual classrooms.

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