Why has there been only marginal success in technology integration in education? Why do the technology integration practices of many educators continue to reflect traditional teacher-centred pedagogy that has not truly optimized learning experiences in the classroom? What philosophical principles of teaching with technology undergird the decisions of educators? How can we help educators to transition to a more learner-centred philosophy that informs teaching with technology? These are the questions that lie at the heart of the author's engagement in writing this book. Many educators, professional development experts, educational researchers, policy advisors, and curriculum developers also grapple with these questions and are searching for new and innovative ways to help educators to transform their technological pedagogical practices to optimize experiences for learners. A critical step in this process that is often overlooked, is examining the philosophical beliefs that guide educators' decisions and use of technology. This book offers both a theoretical and practical guide for developing and applying a learner-centred philosophy of teaching with technology. Grounded in the findings from her PhD work, the author offers valuable insights into the value of a reflective approach to developing and applying a learner-centred philosophy of teaching with technology.
Auflage
Sprache
Verlagsort
Newcastle upon Tyne
Großbritannien
Zielgruppe
Editions-Typ
Produkt-Hinweis
Maße
Höhe: 212 mm
Breite: 148 mm
ISBN-13
978-1-0364-5609-2 (9781036456092)
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Schweitzer Klassifikation
Tashane Haynes-Brown, PhD, is a Lecturer in Teacher Education and Teacher Development at the School of Education, the University of the West Indies, Mona Campus in Jamaica. She has graduate degrees with specialized study in Teacher Education and Teacher Development as well as a degree in Spanish Education. She has been an educator for over 23 years serving at the primary, secondary and tertiary levels. Her teaching philosophy emphasizes empowering educators through professional learning to become research-oriented, technologically proficient and effective facilitators of teaching and learning. Aligned with her philosophy, she is involved in a range of professional development (PD) endeavours working with educators locally, regionally and internationally. She has a growing record of consulting experience facilitating training in online teaching for faculty in higher education across the Caribbean and African regions. She also served as a consultant guiding the development of a national open distance technology-enabled learning (ODTEL) policy to guide the development and delivery PD offerings for pre-service and in-service teachers in Jamaica.
