Drawing connections with learning and one’s real life, through deep reflection, emotional responses or extreme need, that leads to the acceptance of new information, i.e., what is learned, more meaningful and impactful in the individual’s life.
Published in Chapter:
An Examination of Educators' and Learners' Experiences with Technology from Both Sides of the Learning Landscape: An Autoethnographic Exploration
Rehana Seepersad (Florida International University, USA), Iris McKenzie Jackson (Florida International University, USA), Brett Jolyon Kendon (Florida International University, USA), and Jennifer Kross (Florida International University, USA)
Copyright: © 2014
|Pages: 13
DOI: 10.4018/978-1-4666-6046-5.ch063
Abstract
This chapter provides an autoethnographic exploration of the experiences of three adult educators who have recently returned to the learning environment where they are now on the other side of the fence and are students. They confront new technologies within increasingly multi-generational classrooms and student-centered learning resources and dynamics far different from when they were first credentialed. As experienced educators, they currently teach within their own content areas and facilitate student learning using current technology. This chapter examines their experiences through an autoethnographic approach that describes their perceptions as educators and as learners given present technology.