An Investigation of Teachers’ Understanding of the Connection Between Technology and Higher Level Questioning
Journal Title: International Journal of Humanities and Social Science Invention - Year 2017, Vol 6, Issue 10
Abstract
Twenty-first century learners are digital natives who are expected think critically, engage in problem-solving, and maximize their potential in real-world situations. Educators face the challenge of designing curriculum and delivering instruction to develop these competencies, while meeting the demands of standards-based instruction. Effective implementation requires a deep understanding of higher-level questioning strategies as well as technology proficiency. Researchers created professional development workshops to challenge current and future educators to maximize instructional time through challenging webbased activities. Using a Likert-scale survey coupled with open-ended questions, researchers investigated teacher perceptions of technology and higher order questioning after a workshop focused on Webb’s Depth of Knowledge (1997) using web-based tools to facilitate higher levels of questioning. Quantitative and qualitative data revealed participants were more prepared to use technology to encourage higher-level thinking. Researchers will share the study methodology as well as common themes that emerged from the data.
Authors and Affiliations
Dr. Karen S. Di Bella, Dr. Kimberly G. Williams
Keywords
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