Adventures in Technology-Enhanced Active Learning Classrooms

Abstract

It has been suggested that “merely introducing technology to the educational process is not enough” [1]; instead, it is instructor consideration and effective application of content, as well as pedagogical and technological knowledge that can positively influence student learning, increase student engagement and improve low retention levels [1, 2, 3, 4]. This requires instructors to integrate their knowledge of a subject (content knowledge) with an in-depth understanding of teaching and learning methods, practices and processes (pedagogical knowledge) and awareness of the suitability and affordances of various technologies (technological knowledge) [1]. In this poster we will explore how instructors across several disciplines integrated content, pedagogical, and technological considerations. Using a case study approach, 5 instructors from 4 different disciplines (Biology, Computer Science, English, and Anthropology) will provide an overview of their adventures in two technology-enhanced active learning spaces.