Instructional Technology Integration and Self-Directed Learning: A Dynamic Duo for Education

Autor/inn/en	Artman, Bryan; Crow, Sherry R.
Titel	Instructional Technology Integration and Self-Directed Learning: A Dynamic Duo for Education
Quelle	In: International Journal of Self-Directed Learning, 19 (2022) 1, S.30-44 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Technology; Technology Integration; Independent Study; Technology Uses in Education; Student Centered Learning; Information Literacy; Media Literacy; Information Technology; Educational Benefits + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Selbststudium; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Informationskompetenz; Media skills; Medie competence; Medienkompetenz; Informationstechnologie; Bildungsertrag
Abstract	This article explores the current research on teacher integration of instructional technology in their teaching practices. The literature shows that teachers continue, as they have for decades, to be reluctant and struggle to incorporate instructional technology resources into their lessons, depriving their students of needed skills and literacies. This article explores pairing technology integration with self-directed learning environments and activities as an alternative to address this long standing issue. The literature points to the potential of self-directed learning to address instructional technology integration issues because it places the emphasis and responsibility on the learner and takes advantage of their natural inclination for technology use. (As Provided).
Anmerkungen	International Society for Self-Directed Learning. 501 SW 11th Place, #301A, Boca Raton, FL 33432. e-mail: issdl.sdlglobal@gmail.com; Web site: https://www.sdlglobal.com/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01