
An Asset-Based Approach to Integrating Formal and Informal Education During Teacher Preparation
PROCEEDING
Daniel A. Tillman, William H. Robertson, Song A. An, The University of Texas at El Paso, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper presents a framework for addressing the integration of formal and informal education during teacher preparation. Specifically, the narrative addresses the many challenges that arise when implementing the real-world integration of formal and informal education intended to improve students’ academic performance and attitudes during the current e-learning era—to address these concerns, the focus of the discussion is primarily about the benefits obtained from employing an asset-based approach, as opposed to the more traditional needs-based approach, to create an optimal mix of formal and informal education. By employing an asset-based approach that is designed to decrease student resistance, while increasing teacher resourcefulness, the framework presented can help to improve school performance in the contemporary e-learning era.
Citation
Tillman, D.A., Robertson, W.H. & An, S.A. (2019). An Asset-Based Approach to Integrating Formal and Informal Education During Teacher Preparation. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1427-1431). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 7, 2021 from https://www.learntechlib.org/primary/p/207833/.
© 2019 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- An, S.A., & Tillman, D. (2014). Elementary teachers’ design of arts based teaching: Investigating the possibility of developing mathematics-music integrated curriculum. Journal of Curriculum Theorizing, 30(2), 20-38.
- Feyerabend, P. (1970). Against method: Outline of an anarchistic theory of knowledge. Univ. Of. Minn. Press.
- Haines, A. (2009). Asset-based community development. An introduction to community development, 38-48. Harper, S.R. (201). An anti-deficit achievement framework for research on students of color in STEM. New Directions for Institutional Research, 2010(148), 63-74.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Mathie, A., & Cunningham, G. (2003). From clients to citizens: Asset-based community development as a strategy for community-driven development. Development in practice, 13(5), 474-486.
- Mathie, A., & Cunningham, G. (2005). Who is driving development? Reflections on the transformative potential of asset-based community development. Canadian Journal of Development Studies, 26(1), 175-186.
- Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (2005). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Funds of knowledge: Theorizing practices in households, communities, and classrooms, 71-87.
- Tillman, D.A., Zhang, M., An, S.A., Boren, R., & Paez-Paez, C. (2015). Employing rapid prototyping design technologies to support contextualized mathematics education. Journal of Computers in Mathematics and Science Teaching, 34(4), 455-483.
- Tillman, D.A., An, S.A., Cohen, J.D., Kjellstrom, W., & Boren, R.L. (2014). Exploring wind power: Improving mathematical thinking through digital fabrication. Journal of Educational Multimedia and Hypermedia, 23(4), 401421.
- Tillman, D.A. (2016). Not just consumers: Finding space for student creativity during mathematics instruction. Journal of Mathematics Education, 9(2), 1-3.
- Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesSlides
- SITE Assets.ppt (Access with Subscription)