DOI: 10.5176/2251-1814_EeL12.79
Authors: Denise Hexom and Joy Kutaka-Kennedy
Abstract: The exponential growth of new interactive devices has significantly increased the technologic divide between the faculty at colleges and universities and the students they teach. There is a dissonance between what students expect from their teachers and what their teachers can deliver. It is often the same case in public schools across America where SMART boards remain in the boxes untouched the by teachers in whose room they hang. Why is this happening? Questions beginning to surface are: How can teachers, at any level, become confident and competent experts in using interactive technologies to engage students in the way they learn best? In what ways are they being trained to use the devices or lack thereof? What are the frequencies of these trainings? What is the expectation for their use?
Additionally, are we thinking about this correctly? What adult learning theory or theories might be more appropriate? Should we rethink our conceptual framework? How should we deliver professional development or training on using technology? Lastly, what evidence and/or outcomes should we expect from such an endeavor - a new connection between teacher and student? These are questions which require considerable thought and investigation. How do we rekindle the excitement and enthusiasm in classrooms across the country and how might this look?
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