文章基本信息

标题：Examining the connection between classroom technology and student engagement
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作者：R.C. Morris ; Loran Carleton Parker
期刊名称：Journal of Teaching and Learning with Technology
印刷版ISSN：2165-2554
出版年度：2014
页码：1-15
DOI：10.14434/jotlt.v3n1.4720
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：Pedagogical strategies increasing rely on technology as a way to address challenges facing the contemporary higher education classroom.This study investigated the use of a tool designed with the specific purpose of student engagement in a large classroom.The tool allows students to post to a community based discussion in a manner similar to a Twitter feed.Despite engaging in a community dialogue, results show that as usage of the technology went up a student’s sense of community learning went down.This result prompted the authors to consider how this tool was utilized in the classroom, and while implementation diverged from the original design intention the usage mirrored common technological teaching tools like a threaded discussion board.We close with a warning that adoption of a novel technology alone does not produce a greater sense of community learning.
其他摘要：Technological pedagogy is being relied upon more-and-more as a way to address the growing needs of higher education. This study investigated the use of a tool designed with the specific purpose of student engagement in a large classroom. The tool allows students to post to a community based discussion in a manner similar to a Twitter feed. Despite engaging in a community dialogue, findings suggest that as usage of the technology went up a student’s sense of community learning went down. This result prompted the authors to consider how this tool was utilized in the classroom. We close with a warning that adoption of a novel technology alone does not produce a greater sense of community learning.
关键词：student engagement; learning community; constructivist pedagogy; technological pedagogy; course redesign.
其他关键词：TECHNOLOGY;LEARNING COMMUNITY;ENGAGEMENT;LEARNING OUTCOMES