Names: J. Stephen Guffey and Lary C. Rampp
Session Type: Lecture/Presentation
Preferred Track: Track 6: Looking Ahead [New Paradigms]
Abstract: This presentation explores the possibilities and methods in which andragogy could enhance learning in the technology classroom. This is a teacher-learn focused discussion of techniques and assumptions need to success learner engagement in a technology classroom. It suggests that student dependence on the teacher for learning guarantees student failure. It suggests that in technology based learning much of the andragogical assumptions are more appropriate than those of pedagogy. Specific classroom techniques are discussed.
Description: Schooling in America is steeped in tradition. The Factory Model evolved in the mid-19th century in response to industrialization and immigration. College teacher education programs reflect these same responses. It is an on-going debate about the quality of the school graduate, for that matter the quality of the college graduate. This presentation explores the possibilities andragogical assumptions and techniques are most appropriate for technology-based classroom learning. These assumptions and techniques transcend medium and learning domain. It is time to integrate the teaching learning techniques of andragogy into a more prominent place in the technology classroom. The Andragogy of the late Malcolm Knowles and the learning tenants of the Social Cognitive Theory of Albert Bandura are well matched for the modern technology learning needs of tomorrow's college student.
The issue facing college faculty, specifically, teacher education faculty, is the unmotivated student facing them at the host/distal site. Setting aside technology management issues, it difficult to reach this new type of student. Distal sites put the student out of physical control by the faculty as regards, eye-to-eye monitoring of routine performance on class assignments. Student graduating from public school, along with those well along in their college experiences, are too dependent on the personage of the teacher. Student look to the teacher for cues regarding attitude, demeanor, level-of-effort on assignments, and immediate positive feedback. This dependence is a major obstacle to effective technology learning. This presentation examines ways and means to foster greater independence of the student as regards being responsible for the learning.
A central objective of this presentation is present a new paradigm for teaching effectively in the technology-based classroom. A step-by-step implementation process will be presented and explored. The paradigm moves from known practices and illustrates how minor shifts in classroom teacher behavior can reap large rewards of greater student learning, satisfaction, and retention. Such mechanism facilitate teacher growth as a class resources allowing a broader use of the teachers knowledge, interests, and experiences. Higher satisfaction from both the student and teacher as regards the learning experience is assured.
Audience: faculty, dean/provosts, network administrators
Audience level: all
On-site equipment requirements: [we provide our own laptop and power point]
Contact Information:
J. Stephen Guffey, Assistant Professor, CHNP, Arkansas State University,
P.O. Box 910, State University, AR 72467, 870-972-3591; jguffey@crow.astate.edu
Lary C. Rampp, EDSE,
Center for Excellence in Education, Arkansas State University,
P.O. 1278, State University, AR 72467, 870-972-3602