Critical Intersections: Pedagogy, Technology, and Student Learning
There has been a great deal said and written about the importance of students assembling their own knowledge to achieve deeper learning, think critically, and make informed decisions about issues that affect them. The discussion becomes more complex when technology is thrown into the mix as a means to help achieve these desired ends. Today, educators must recognize that students live and learn in a world where the acquisition and use of knowledge through technology are seamless, accepted, and synergistic. In the past, technology was a tool for communicating information; now, in many ways, technology helps construct new knowledge. Therefore, faculty are challenged to move beyond the traditional instructional methodologies of the past and rework teaching and learning through the lens of technology, the catalyst that today’s students view favorably and in which most are proficient. Such environments create gateways for dialectic vis-à-vis disciplinary content and for faculty-student and student-student interactions—shedding light on the deeply-rooted need of individuals to understand themselves and the world through interaction, exploration, and investigation. The result is deeper learning.
Technologies
This cultural shift requires the creation of digital learning environments, that is, environments where digital texts, multi-media, blogs, and more serve as teaching and learning arenas where integrative learning can successfully occur.
Explain project results
This session will highlight pedagogy through technology in an urban diverse campus that, for the most part, is very traditional in nature but is also beginning to use technology as a promoter and facilitator of teaching and learning. We will show how faculty, administrators, and students are collaborating to create an effective learning environment, where students use technology in ways that make learning more accessible, comprehensible, and valuable to them.
Why it should be considered best practice?
This session should be considered a “best practice” because educating educators on the intersectionality of pedagogy and technology has proven to increase student engagement and retention when faculty better understand the technology that they are using to connect to their students and implement it to its maximum potential.
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