Preparing high school students for transition to college-level math curriculum: Solutions for effectively integrating technology
Samantha Tackett, Florida State University, United States ; Kelly Torres, The Chicago School of Professional Psychology, United States ; Meagan Arrastia-Chisholm, Valdosta State University, United States ; Yvonne Earnshaw, Educational Consultant, United States
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Student experiences with the large, college-level courses included difficulty with sustaining the pace and volume of material (self-managing their learning to learn as quickly as the instructional and assessment schedule required), securing resources to support their learning within and outside the class session (seeking follow-up explanations and more examples, obtaining process-oriented feedback to support new learning), maintaining attendance and/or attention, and adjusting to the impersonal nature of the instruction in general Therefore, our presentation will focus on strategies and technologies to address these issues that secondary and post-secondary educators can share with their students and pre-service teachers
Tackett, S., Torres, K., Arrastia-Chisholm, M. & Earnshaw, Y. (2018). Preparing high school students for transition to college-level math curriculum: Solutions for effectively integrating technology. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1851-1857). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from https://www.learntechlib.org/primary/p/182779/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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