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Learner-Active Technology-Infused Classroom: A Review of a LATIC Case Study and Discussion of Opportunities With Virtual Schooling

Learner-Active Technology-Infused Classroom: A Review of a LATIC Case Study and Discussion of Opportunities With Virtual Schooling
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Author(s): Aubrey L.C. Statti (The Chicago School of Professional Psychology, USA)
Copyright: 2021
Volume: 12
Issue: 1
Pages: 15
Source title: International Journal of Smart Education and Urban Society (IJSEUS)
Editor(s)-in-Chief: Miltiadis D. Lytras (Effat University, Saudi Arabia) and Linda Daniela (University of Latvia, Latvia)
DOI: 10.4018/IJSEUS.2021010103

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Abstract

With the continued rise of importance in developing digital learners, this article seeks to review a study centered on an example of innovative, technologically-advanced curriculum through the learner-active technology-infused classroom (LATIC) format as well as to discuss the possibilities of engaging learners in this format through virtual education settings. The LATIC approach pursues student achievement through three primary principles: academic rigor, student engagement, and student responsibility. In order to accomplish these goals, students are encouraged to work both independently and collaboratively, to use technology seamlessly as a tool for learning, to set goals, manage projects, assess progress, and identify their own resources for learning. In the midst of the COVID-19 global crisis and its tremendous impact on learning, this article first reviews the original case study of a 3rd-grade LATIC and then further discusses the potential for incorporating these concepts into online and homeschool education.

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