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Emerging Technologies: Perspectives from Metacognitive Teachers

Emerging Technologies: Perspectives from Metacognitive Teachers

Victoria M. Cardullo, Nance S. Wilson, Vassiliki I. Zygouris-Coe
Copyright: © 2017 |Volume: 9 |Issue: 2 |Pages: 19
ISSN: 1935-5661|EISSN: 1935-567X|EISBN13: 9781522511922|DOI: 10.4018/IJICTHD.2017040101
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MLA

Cardullo, Victoria M., et al. "Emerging Technologies: Perspectives from Metacognitive Teachers." IJICTHD vol.9, no.2 2017: pp.1-19. http://doi.org/10.4018/IJICTHD.2017040101

APA

Cardullo, V. M., Wilson, N. S., & Zygouris-Coe, V. I. (2017). Emerging Technologies: Perspectives from Metacognitive Teachers. International Journal of Information Communication Technologies and Human Development (IJICTHD), 9(2), 1-19. http://doi.org/10.4018/IJICTHD.2017040101

Chicago

Cardullo, Victoria M., Nance S. Wilson, and Vassiliki I. Zygouris-Coe. "Emerging Technologies: Perspectives from Metacognitive Teachers," International Journal of Information Communication Technologies and Human Development (IJICTHD) 9, no.2: 1-19. http://doi.org/10.4018/IJICTHD.2017040101

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Abstract

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

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