Questioning the Role of Tomorrow's Teacher: Technology-Facilitated Differentiated Learning in 21st Century Classrooms

Questioning the Role of Tomorrow's Teacher: Technology-Facilitated Differentiated Learning in 21st Century Classrooms

Doug Reid (Grant MacEwan University, Canada) and David Feist (Greater St. Albert Catholic School District, Canada)
DOI: 10.4018/978-1-5225-3873-8.ch008
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Abstract

A technology diverse school explored a shift toward more student centered pedagogical practice. The project happened to determine if a shift in teacher practice could impact student engagement and success. The results were positive as many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning theory including non-linear learning approaches can work in more generalizable settings than have been deeply published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.
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Professional Reflective Practice Questions

This article presents a professional reflective practice of strategies and approaches designed to support teachers to thrive in a technology diverse learning environment that is focused on student-centered learning. A key component contributing to the success of the school includes the creation of a partnership between the teacher and the student to share the ownership of the learning process in the school. Ongoing professional reflective practice provides potential answers to the following questions:

  • What successes and challenges are present in technology diverse school environments?

  • What supports are needed to find success in schools focused on student-centered learning?

  • What pedagogical changes need to be considered to support student-centered learning and increased technology use?

  • How can managed pedagogical change allow for the least disruptive transition to student-centered learning?

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