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Emerging Technologies: Perspectives from Metacognitive Teachers

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  • Victoria M. Cardullo

    (Auburn University, Auburn, AL, USA)

  • Nance S. Wilson

    (State University of New York at Cortland, Cortland, NY, USA)

  • Vassiliki I. Zygouris-Coe

    (University of Central Florida, Orlando, FL, USA)

Abstract

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Suggested Citation

  • Victoria M. Cardullo & Nance S. Wilson & Vassiliki I. Zygouris-Coe, 2017. "Emerging Technologies: Perspectives from Metacognitive Teachers," International Journal of Information Communication Technologies and Human Development (IJICTHD), IGI Global, vol. 9(2), pages 1-19, April.
    • Handle: RePEc:igg:jicthd:v:9:y:2017:i:2:p:1-19
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