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Mountaineer Undergraduate Research Review

Document Type

Article

Abstract

Increased technology use in the classroom is often emphasized in literature, professional development workshops, and even informal conversation among educators because we know it positively affects student engagement and exposes students to, if not teaches them to use, technology found in post-graduate academic and professional settings. However, typical classroom technology use often engages students passively—in PowerPoint presentations or supplemental video and audio recordings. Unfortunately, sometimes technology resources are scarce, and a single school cannot provide unrestricted technology access for all students. Additionally, mandated technology use can be perceived as an interruption to content area instruction, rather than an appropriate or complementary addition to classroom learning.

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