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Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23, 2004

Utilization of technology in secondary schools is varied and depends on the training and interest of the individual instructors. Even though technology has advanced way beyond its utilitarian roots of being viewed solely by educators as a useful machine for teachers to key exams and worksheets on, there are still many secondary educators who still only view it as such. These educators have not recognized the growing role that technology is taking on in today's classrooms of being a cognitive tool that when partnered with learning theory can help educators enhance learning and maximize the learning potential of their students. As a teacher education professor, I was experiencing this lack of acceptance of technology's new role in my students. When I asked them if they utilized technology in their classrooms, they would say that, of course they do. Then, when I would ask them how they utilized it, they would say, to type exams, worksheets, and have their students type papers. They do not utilize it as a cognitive tool to enhance learning. Concerned with this phenomenon, I proposed to find and research teachers who did recognize and utilize technology as a cognitive tool to enhance learning for their students. My search resulted in an investigation of instructors who believed in and implemented Brain-Based Learning with technological support and had positive results. The primary question guiding this study was, "How is Brain-Based Learning with technological support being implemented by selected teachers in their classrooms?" The corollary questions included: What is the nature of the environment, that is, the classroom, in a Brain-Based Learning environment utilizing technology? What is the role of the instructor in a Brain-Based Learning classroom utilizing technology? What is the role of the students in a Brain-Based Learning classroom utilizing technology? What are the roles of the school administrator and technology coordinator in the Brahers when utilizing Brain-Based Learning with technological support in the classrooms and how can these problems be overcome?

Descriptors: Active Learning, Secondary Education, Learning Theories, Educational Technology, Brain, Cognitive Processes, Classroom Environment, Role

Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: aect[at]aect.org; Web site: http://www.aect.org





Autor: Miller, Anita

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5305&id=ED485052







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