Distributed Learning: Motivated Classrooms
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Fevergeon, J. & Dharkar, A. (2002). Distributed Learning: Motivated Classrooms. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 1322-1323). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/6719.
Society for Information Technology & Teacher Education International Conference (SITE) 2002
Nashville, Tennessee, USA
Dee Anna Willis, Jerry Price & Niki Davis
More Information on SITE
Table of Contents
Using technology requires wide expertise. Teachers need expertise for everything from troubleshooting everyday hardware and software problems to helping students keep up with the latest technology. This need for expertise can place a large strain on the teacher as the sole provider of information. One method that can be modeled in teacher education programs and in the classroom to alleviate this strain and model professional work practices is to distribute some of the knowledge and responsibility among students. In professional work teams one person is rarely the expert on all topics, so the team shares information to accomplish team goals. Similarly, students can become experts in some areas and share their expertise with their class. Small student groups can be formed where each group has two main roles. In the first role, the group helps with general tech support for the classroom. If a question comes up in the classroom about using the scanner, a student group would use class reference materials to find a solution before approaching the teacher. Students gradually learn how to handle more basic tech support issues on their own. The second role of the group is to bring new knowledge into the classroom. Each week a student group researches technology innovations relevant to class work or background information on a class technology topic. They present this research to the class to share their new knowledge. In this model students are in charge of seeking knowledge and helping to build collective classroom knowledge. This yields empowerment for the student, ownership over their learning, and a model for bringing in new information to the classroom.
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