The Golden Apple: A Quest toward Achievement

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Author(s): Lesia Lennex (Morehead State University, USA)and Kimberely Fletcher Nettleton (Morehead State University, USA)
Copyright: 2010
Pages: 22
Source title: Technology Implementation and Teacher Education: Reflective Models
Source Author(s)/Editor(s): Junko Yamamoto (Slippery Rock University, USA), Joseph C. Kush (Duquesne University, USA), Ron Lombard (Chatham University, USA)and C. Jay Hertzog (Slippery Rock University, USA)
DOI: 10.4018/978-1-61520-897-5.ch008

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

The success of any educational technology lies in how students interact with it in an educational setting. In the iLRN model (Lennex & Nettleton, 2009), the teacher provides instruction but through activity theory the students transform the learning to suit their own designs. The quality of teacher directions determines the extent to which students depend on the teacher for further feedback and technical assistance. If a teacher is perceived as not understanding even a small part of the technology, Lennex (2008) discovered that P-12 students are unlikely to ask for clarification of assignments or for any further assistance. Exploration and peer coaching replaced the teacher. Technologically literate teachers who interacted with their students and encouraged the scaffolding of knowledge discovered that final student projects demonstrated higher levels of critical thinking and creativity when compared to teacher-controlled projects.

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