Digital Media & Learning in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 58

Institution	Afterschool Alliance; MetLife Foundation
Titel	Digital Media & Learning in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 58
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Educational Strategies; Teaching Methods; Educational Change; Expertise; Middle School Students; After School Programs; Technology Uses in Education; Electronic Learning; Instructional Effectiveness; Facilitators (Individuals); Educational Innovation; Access to Computers; Disadvantaged; STEM Education; Maryland; Michigan; Virginia; Washington + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Expert appraisal; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Instructional innovation; Bildungsinnovation; STEM
Abstract	The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and digital learning. At the core of effective digital media and learning is the principle that instructional strategies should be personalized and flexible and that technology is a tool that supports effective teaching and learning practices. There is no one formula for success, but rather a multitude of ways that technology can be effectively applied to support the academic, social and emotional needs of middle school youth. Digital learning does not require educators to be experts on technology, but rather enables them to be facilitators in an environment where youth are encouraged to explore and find the answers on their own. Learner-centered strategies need staff who are invested in both the children and the program, and these strategies are most effective when educators are passionate, supportive and willing to experiment with new technology and new ways of teaching. The lower-stakes environment and higher degree of instructional freedom within afterschool settings allows these programs to more easily develop and test innovative models of technology-enabled learning. These elements of effective digital learning, along with the fact that afterschool programs already excel at providing interest-driven learning opportunities, contribute to afterschool being an ideal setting for digital learning and an excellent partner to schools. (Contains 1 figure and 16 endnotes.) [For the related reports, see "Afterschool: An Ally in Promoting Middle School Improvement. MetLife Foundation Afterschool Alert. Issue Brief No. 55" (ED539794); "Arts Enrichment in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 56" (ED539785); and "Afterschool: A Key to Successful Parent Engagement. MetLife Foundation Afterschool Alert. Issue Brief No. 57" (ED539790).] (ERIC).
Anmerkungen	Afterschool Alliance. 1616 H Street NW Suite 820, Washington, DC 20006. Tel: 202-347-1002; Fax: 202-347-2092; e-mail: info@afterschoolalliance.org; Web site: http://afterschoolalliance.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10