Welcome to the InfoSci Platform
Reference Hub3
Active Learning Strategies in Technology Integrated K-12 Classrooms

Active Learning Strategies in Technology Integrated K-12 Classrooms

Esther Ntuli
Copyright: © 2015 |Pages: 22
ISBN13: 9781466683631|ISBN10: 1466683635|EISBN13: 9781466683648
DOI: 10.4018/978-1-4666-8363-1.ch007
Cite Chapter Cite Chapter

MLA

Ntuli, Esther. "Active Learning Strategies in Technology Integrated K-12 Classrooms." Handbook of Research on Educational Technology Integration and Active Learning, edited by Jared Keengwe, IGI Global, 2015, pp. 140-161. https://doi.org/10.4018/978-1-4666-8363-1.ch007

APA

Ntuli, E. (2015). Active Learning Strategies in Technology Integrated K-12 Classrooms. In J. Keengwe (Ed.), Handbook of Research on Educational Technology Integration and Active Learning (pp. 140-161). IGI Global. https://doi.org/10.4018/978-1-4666-8363-1.ch007

Chicago

Ntuli, Esther. "Active Learning Strategies in Technology Integrated K-12 Classrooms." In Handbook of Research on Educational Technology Integration and Active Learning, edited by Jared Keengwe, 140-161. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8363-1.ch007

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.