This webinar is hosted in English
The FPeLearning™ System for Education: Systematic Research on Creative Technology Integration into Classroom Practice with Dr. Dale Eberwein
The push for student-based, technology-enhanced pedagogy has occupied modern education for at least a decade or more. After the signing of the No Child Left Behind Act (NCLB, 2002), dedicated funding for technology integration to promote student performance outcomes remains available through Title II subsection b, or Enhancing Education Through Technology (EETT) state grant program. The section mandates 25% of funding to affect student performance outcomes. The federal government obviously sees the need for technology-enhanced pedagogy at the classroom level. Little progress addresses this mandated emphasis to this day (Miners, 2009). A student-based, technology-enhanced pedagogical model may encourage developmental accolade that increases performance outcomes with students. Some students have difficulty with traditional teaching methods due to readiness levels and learning style propensities, and the nation continues to witness the shortfalls that exist when performance outcomes fail to manifest. This lack of educational alignment with technology may hinder the nation’s schools to compete globally. A strategy that promotes student-based, technology-enhanced pedagogy remains lacking in schools throughout this nation (Eberwein, 2012). Developing skill-sets for student-based, technology-enhanced presentations may provide an alternative to traditional pedagogy and enhance student performance outcomes. This presentation will explore the conceptual framework that using a student-based, technology-enhanced approach to developing digital educational artifacts, digital learning objects, or courseware may aid in curricular dissemination and simultaneously align technology with modern teaching methods e.g., Differentiated Instruction (Allen &Tomlinson, 2000), Response to Intervention (Fuchs, &Fuchs, 2006 ), may forward Multiple Intelligence Theory (Gardner, 1993), and may encourage critical thinking by students. Student-based, technology-enhanced pedagogy provides a learning platform that engages students (Eberwein, 2012), may promote personal review and remediation, provides daily experience with technology, and presents an alternative to traditional lectern-based pedagogy. Architectural alignment of modern teaching methods with student-based, technology-enhanced presentations to affect student performance outcomes may bridge the identified gap to technology inclusion in the classroom (Eberwein, 2012) and promote technology practices, nationally.
Dr. Dale H. Eberwein Ed.D/ET is Founder at FPeLearning™ Systems. FPeLearning™ provides “Technological Constructivist” architecture for education or to “Make meaning creative technology practices.” He is a published author on technology's role in advancing higher education, a nationally certified presented with A+ educators on Differentiated Instructional design (DI), Response to Intervention (RTI), and SMART Technologies, and adjunct instructor at North Idaho College, Coeur d Alene Idaho. Dr. Eberwein has advanced skill-sets and expertise with Learning Management Systems design (LMS), Information Systems Design (ISD), File Transfer Protocol (FTP) interfacing for courseware retrieval, instructional design strategies, and the creation and development of elearning Digital Educational Artifacts (DEA) for educational needs. His primary career emphasis is with “Creative Technology” integration into classroom practices as a means to promote performance outcomes with students.
Doctor of Education
Scott Merrick has been in and out of virtual worlds for more than a decade. An ISTE Core Volunteer, he helped create the International Society for Technology in Education's Special Interest Group for Virtual Environments (ISTE SIGVE), soon to be re-branded as the ISTE Immersive Learning Network. He is also President Elect of ISTE's SIGOL (Online Learning). Professionally, he wears several hats at the first public virtual school in Tennessee, MNPS Virtual School. A graduate of Peabody College at Vanderbilt University, he has two talented grown children, a lovely and entrepreneurial wife, one old grumpy cat, and two mongrel dogs. He is often criticized for liking everything.