Techno-Resiliency in Education: A New Approach for Understanding Technology in Education

ISBN-13: 9783319373393 / Angielski / Miękka / 2016 / 114 str.

Rob Graham

Spis treści

Have We Really Come That Far?- Research Matters.- A Unique Approach for Gaining Insight.- What They Showed Me and What They Told Me.- Establishing Connections.- Practically Speaking.

O autorze

Dr. Graham has been an educator for 22 years. He has a diverse teaching portfolio that includes teaching appointments as far reaching as Japan and Hawaii, and as challenging as a penal institution. He also taught for 11 years in a public school, 12 years as an adult educator in a community college, and most recently, 9 years as an assistant professor at Nipissing University in the Schulich School of Education located in North Bay, Ontario, Canada. He was awarded the 2013 Nipissing University Distinguished Alumni Award. In 2015, the national organization, Canadian Association for Teacher Education (CATE), recognized his doctoral research that was conducted out of Lancaster University in the UK by awarding him the CATE Doctoral Research Award. Most recently, Dr. Graham served on the Prime Minister of Canada Teaching Excellence Committee. He looks forward to speaking with others about his book and the insights he provides about the challenges and rewards of technology integration. Please feel free to contact him at technoresiliency@gmail.com to schedule speaking engagements.

Blurb

This book formulates a greater understanding of how to enable a capacity for building social professional practice related to technology-enriched teaching and learning (TETL) specific, but not limited to, educational settings. This book comes at a time when many in education are struggling to provide a technology enriched learning experience for students who are entering classrooms with high expectations for such an experience. The focus on the protective factors and identified resilient professional practices, instead of on well documented and commonly cited risk factors and barriers that impede the effective integration of TETL, represents a distinguishing feature of this work. By attempting to better understand and document how two schools that were classified as resilient in their use of technology have been able to overcome risk factors (e.g., budgetary constraints, a lack of resources, a lack of training, technological support issues), this book will offer the unique concept of techno-resiliency and some of its deeper insights and strategies.