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Enhanced Student Engagement Through Active Learning and Emerging Technologies

Enhanced Student Engagement Through Active Learning and Emerging Technologies

Victoria M. Cardullo, Nance S. Wilson, Vassiliki I. Zygouris-Coe
Copyright: © 2018 |Pages: 19
ISBN13: 9781522525844|ISBN10: 152252584X|EISBN13: 9781522525851
DOI: 10.4018/978-1-5225-2584-4.ch019
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MLA

Cardullo, Victoria M., et al. "Enhanced Student Engagement Through Active Learning and Emerging Technologies." Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 399-417. https://doi.org/10.4018/978-1-5225-2584-4.ch019

APA

Cardullo, V. M., Wilson, N. S., & Zygouris-Coe, V. I. (2018). Enhanced Student Engagement Through Active Learning and Emerging Technologies. In I. Management Association (Ed.), Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications (pp. 399-417). IGI Global. https://doi.org/10.4018/978-1-5225-2584-4.ch019

Chicago

Cardullo, Victoria M., Nance S. Wilson, and Vassiliki I. Zygouris-Coe. "Enhanced Student Engagement Through Active Learning and Emerging Technologies." In Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 399-417. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2584-4.ch019

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Abstract

Active learning and emerging technologies are enhancing student learning though an explicit intentional educational design such as Flipping the Classroom and Project Based Learning to empower students. In this chapter, the authors describe an active learning classroom and emerging technologies that support learning for the 21st century. Using vignettes, the authors model how the metacognitive teacher supports the use of emerging technologies for active learning using the Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Finally, the authors describe Blooms Taxonomy (Bloom et al., 1956) for active learning and make connections to emerging technologies and the level of integration using the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

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