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What is Teaching Roles

Chapter 2
Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
An instructor has many different roles which at minimum include presenter, facilitator, coach, and mentor.
Published in Chapter:
Using the COVA Approach to Promote Active Learning in Digital Learning Environments
Cindy Cummings (Lamar University, USA), Dwayne Harapnuik (Lamar University, USA), and Tilisa Thibodeaux (Lamar University, USA)
Copyright: © 2018 |Pages: 23
DOI: 10.4018/978-1-5225-2953-8.ch002
Abstract
Active learning pedagogies using digital technologies hold much promise. Yet over the past several decades despite all the advances we see in how technology impacts most aspects of society, the advances in our educational institutions have been much smaller. Why? We have focused on the technology as a quick fix and have not focused on the learning. Rather than look to the latest teaching trend or hottest activity of the day, we must reimagine all aspects of our teaching and learning and purposefully build our programs as significant digital learning environments that inspire, foster, and facilitate deeper learning. This chapter reveals how we have built a Master's program that uses the active learning principles of choice, ownership, and voice through authentic learning (COVA approach) and how we have created a significant learning environment (CSLE) that fully engages and equips our learners to be digital leaders.
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Chapter 11
Learning All the Time and Everywhere: Moving Beyond the Hype of the Mobile Learning Quick Fix
An instructor has many different roles which at minimum include presenter, facilitator, coach, and mentor. Moving from role to role or functioning in multiple roles at the same time is just part of what is in required to respond to the needs of the learner. There is no denying that the teacher is the primary designer of the learning environments and they must take on many roles. We need to shift to more coaching and mentoring because formative evaluation and feedback given within a trusted relationship yields the highest levels of student achievement ( Hattie, 2008 , 2011 ). Instructor belief systems that imply pragmatism, constructivism, and social re-constructionism among others, where the student is the central figure and the instructor is the facilitator to the learning process (Simonson, Smaldino, Albright, & Zcavek, 2012 AU45: The in-text citation "Simonson, Smaldino, Albright, & Zcavek, 2012" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). This shift is necessary for learners to own the learning process.
Published in Chapter: Learning All the Time and Everywhere: Moving Beyond the Hype of the Mobile Learning Quick Fix; From: Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning
Full Text Chapter Download: US $37.50 Add to Cart
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