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Empowering High-Needs Students With Problem-Based Learning Through Mobile Technology

Empowering High-Needs Students With Problem-Based Learning Through Mobile Technology

Jessica Herring
Copyright: © 2017 |Pages: 12
ISBN13: 9781522521228|ISBN10: 1522521224|EISBN13: 9781522521235
DOI: 10.4018/978-1-5225-2122-8.ch001
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MLA

Herring, Jessica. "Empowering High-Needs Students With Problem-Based Learning Through Mobile Technology." Empowering Learners With Mobile Open-Access Learning Initiatives, edited by Michael Mills and Donna Wake, IGI Global, 2017, pp. 1-12. https://doi.org/10.4018/978-1-5225-2122-8.ch001

APA

Herring, J. (2017). Empowering High-Needs Students With Problem-Based Learning Through Mobile Technology. In M. Mills & D. Wake (Eds.), Empowering Learners With Mobile Open-Access Learning Initiatives (pp. 1-12). IGI Global. https://doi.org/10.4018/978-1-5225-2122-8.ch001

Chicago

Herring, Jessica. "Empowering High-Needs Students With Problem-Based Learning Through Mobile Technology." In Empowering Learners With Mobile Open-Access Learning Initiatives, edited by Michael Mills and Donna Wake, 1-12. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2122-8.ch001

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Abstract

With nearly ubiquitous access to mobile technology in the classroom, differentiation can become more seamless and student-driven, and students can focus on solving problems and developing life skills rather than recalling and regurgitating content-focused material. The cognitive focus of the classroom shifts from the lower levels of Bloom's Taxonomy to the highest levels of analysis and synthesis, as students are asked to create, improve, revise, and design. Implementing this model of problem-based learning can be transformational in the classroom; however, high-needs students struggle with the challenge at first. High-needs students are often asked to complete the lowest cognitive tasks. While they may be exhilarated by the challenge of problem-based learning, they may also struggle to improve and revise because of the stigma of failure they have experienced in previous academic endeavors.

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