Best Practices for Teaching with Emerging Technologies

Pacansky-Brock, Michelle

doi:10.4324/9781315629292

Cited by 23 publications

(17 citation statements)

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“…Emergent and exponential technologies like Virtual/Augmented/Mixed Reality, Sensory Augmentation Technologies, Artificial Intelligence and Robotics will soon be widely spread in our daily lives. As proposed by Pacansky-Brock (2017): professors are encouraged, inspired, and incentivized to teach with emerging technologies, the playing field will shift, and college will play a formative role in mastering necessary 21 st -century skills and encouraging students to develop a credible digital footprint. (p. 76)…”

Section: Knots Of New Configurations In Classroommentioning

confidence: 99%

Open Perspectives

Impedovo¹

2021

SpringerBriefs in Education

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The chapter invites the readers to open a discussion on the implication of emergent technology-like virtual reality, robotics and augmented reality-on teacher practices in the classroom on a practical level and a broader impact on professional development. In current educational literature, points of discussion are explored toward a posthuman teacher professional development, moving toward critical and participative mean-making in trouble time. Keywords Emergent technology, robotics • Mean-making • Trouble time 1. Becoming a Teacher: to be a Teacher 2.SupporƟng the Teacher's Professional Development 3. Role of the Personal Resources in Teaching Process 4. Role of the Tools and ICT in Teaching Process 5. Role of CollaboraƟon in Teaching Process 6. Role of CollaboraƟon in Teaching Process Open PerspecƟvesThe use of different kinds of emerging technology, such as Virtual/Augmented/Mixed Reality, Sensory Augmentation Technologies, Artificial Intelligence and Robotics, requires a form of adaptation to the available resources, making explicit the reference to them. The interaction with the new technology is lived no longer as an experience in itself, preferably based on the frame of social meanings in which each individual can place it. In this sense, learning and interactions are extensively transformed when integrating emerging technologies. Learning, therefore, becomes a becoming with and through technology.

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Section: Knots Of New Configurations In Classroommentioning

confidence: 99%

Open Perspectives

Impedovo¹

2021

SpringerBriefs in Education

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“…What adult educators can offer in this area is an understanding of and strategies in how to humanize online learning and create an instructor presence online. Pacansky‐Brock (2013) identified three principles of humanized online learning. These include establishing presence, empathy, and awareness of student needs.…”

Section: What Does Adult and Continuing Education Have To Offer To Hpe?mentioning

confidence: 99%

The Need and Curricula for Health Professions Education Graduate Programs

Cervero

Daley

2018

New Dir Adult Contin Educ

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With the fundamental shifts in the delivery of health care and overwhelming concern about the health of populations around the globe, there is widespread agreement that the reform of health professions education is essential across the continuum from prelicensure through continuing professional development (Frenk et al., 2010). These reforms have sparked an explosive growth in graduate programs in health professions education that prepare clinicians for teaching and leadership roles in higher education, clinical settings, community settings, professional associations, and regulatory agencies. This chapter provides the background of the changing context of health-care delivery and the need for reforming health professions education (HPE) across the continuum. An overview of the growth and curricula of graduate programs designed to prepare the health professions education workforce is discussed, along with the rationale for including foundational adult and continuing education theory and research in the curricula of graduate programs. The chapter concludes with a discussion of future trends in HPE graduate programs.

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“…Professional development must be grounded in the science of learning (e.g., Benassi et al, 2014; Schwartz & Gurung, 2012). We must work to remove barriers to SoTL research (e.g., Boshier, 2009) and accelerate progress through targeted research grants and conferences. We must establish basic teaching competencies for graduate students (e.g., Beers et al, 2012; Buskist, 2013) and promote the importance of training and continuous improvement for all teachers in higher education (e.g., Fink, 2003; Finkel, 2000; Pacansky-Brock, 2013). Finally, incentives to reward exceptional teaching must be grounded in objective, evidence-based criteria and high-quality educational research validating pedagogies that enhance learning (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Forsyth, 2016).…”

Section: Potential Solutions and Strategiesmentioning

confidence: 99%

“…We must establish basic teaching competencies for graduate students (e.g., Beers et al, 2012; Buskist, 2013) and promote the importance of training and continuous improvement for all teachers in higher education (e.g., Fink, 2003; Finkel, 2000; Pacansky-Brock, 2013).…”

Section: Potential Solutions and Strategiesmentioning

confidence: 99%

Practice What We Teach

Chew

Halonen

McCarthy

et al. 2018

Teaching of Psychology

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In traditional research areas within psychology, effective researchers stay up-to-date with the latest advances and new methodologies within a specialty area. Failure to do so limits one’s effectiveness and potential impact on advancing that field of study. In our view, teachers of psychology possess the same responsibilities to stay current and incur the same risks if they fail to do so. Psychology educators should not only employ scientifically validated principles of learning and evidence-based pedagogies but should use the methods of psychological science to test the effectiveness of their teaching practices empirically. We articulate and document these complex issues in this manifesto and urge more psychology educators to become leaders in innovative and effective teaching by leveraging our disciplinary understanding of the fundamentals of teaching and learning. We provide pragmatic steps and resources to aid more faculty, especially early career instructors, in becoming scientist-educators.

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Best Practices for Teaching with Emerging Technologies

Cited by 23 publications

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Open Perspectives

Open Perspectives

The Need and Curricula for Health Professions Education Graduate Programs

Practice What We Teach

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