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Self‐Regulated Learning: A Touchstone for Technology‐Enhanced Classrooms
Author(s) -
McQuirter Scott Ruth,
Meeussen Nancy
Publication year - 2017
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1564
Subject(s) - nature versus nurture , psychology , mathematics education , class (philosophy) , educational technology , teaching method , pedagogy , technology integration , independent study , control (management) , computer science , sociology , artificial intelligence , anthropology
Abstract Technology‐enhanced classrooms offer dynamic possibilities for teachers and students. The teacher's role can shift from being an expert in control of the class to being a coach who challenges students to use technology to explore the world and share their findings in innovative ways. Such redefining of roles, however, involves risk and often discomfort on the part of teachers and students alike. This article describes the classroom of a third‐grade teacher who has placed self‐regulated learning at the heart of her approach to embedding technology throughout her program. By explicitly teaching and reinforcing the skills of self‐regulation, she is able to nurture the development of independent, collaborative learners who use technology to access information and document and share their learning.