Active Learning Strategies in Technology Integrated K-12 Classrooms

Active Learning Strategies in Technology Integrated K-12 Classrooms

Esther Ntuli (Idaho State University, USA)
DOI: 10.4018/978-1-4666-8363-1.ch007
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Abstract

Active learning is central to student retention and application of learned information. Research indicates that technology has reshaped the classroom environment and some of the teaching methods that traditionally supported active learning are no longer compatible with the emerging technologies. The question is; how best can teachers promote active learning through the use of technology? With technology flooding the school learning environments, teachers need effective strategies that promote active learning. Using research-based theories and literature review; this chapter extends a new definition and critical components of active learning in the context of technology integrated classrooms. Further, the chapter offers active learning strategies aligned with technology tools that could be used effectively in K-12 classrooms to promote active learning. Finally, the chapter opens up a discussion for potential new research that could be conducted to explore in depth some of the strategies using a large sample size stratified by grade levels, content areas, and geography.
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Background

Research indicates that even though teachers are aware of the benefits that technology offers in teaching and learning processes, most teachers are hesitant to integrate technology due to reasons including; lack of relevant technological knowledge (TK), and technological pedagogical knowledge (TPK) (Lawless & Pellegrino, 2007; Ertmer & Ottebbreit-Leftwich, 2009). Ntuli (2010)’s K-3rd grade study reveals that most teachers are aware of cognitive developmental gains that technology may bring in young children; however, what stopped teachers from integrating technology frequently was the lack of developmentally appropriate technology knowledge and recommended strategies. In a more recent study, Pamuk (2012) found that despite well-grounded technology backgrounds, the pre-service teachers understudy lacked technology pedagogical experiences and that leads to very limited use of technology during practicum. Based on this study and literature review that offer similar findings (e.g., Bingimlas, 2009; Ertmer, 1999; Hew & Brush, 2007), it can be concluded that teachers lack technology integration strategies that promote active learning. In addition, teachers need strategies on how to differentiate pedagogies depending on different technology tools, content, and grade level.

Key Terms in this Chapter

Active Learning: Being able to search for new information, organize, analyze and create new meaning through the use of technology.

Peer-Assessment: A process where students review their peer’s work for accuracy or growth using the assessment rubrics aligned with the goals and objectives of the learned materials.

Electronic Brainstorming: A computer aided-approach for generating ideas individually or collaboratively.

Live Virtual Field Trip: virtual tour in real time.

Inquiry Learning: is a form of active learning, where students participate in searching for information, developing experiments, analyzing data, and constructing new knowledge and skills.

Infographics: Use of visual images such as charts, graphic organizers, diagrams, photos, etc. in teaching and learning.

Self-Assessment: A process whereby students review (individually) their own work for accuracy or growth using the assessment rubrics aligned with the goals and objectives of the learned materials.

WebQuest: An inquiry-oriented lesson format in which most or all the information that learners work with comes from the Internet (or the web).

Virtual Field Trip: a tour of websites and videos.

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