Advocacy for Change in Educational Culture

Dale Herold Eberwein (Editor)
University of Phoenix, School of Advanced Studies SAS Alumni, Coeur d’Alene, Idaho, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU034000

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Educational culture continues to languish due to edification’s inability to provide student-based technology-enhanced strategies that encourage and nurture students while embracing a student-centric approach to learning. Providing student-based technology-enhanced educational stratagems shows promise as a means to shift educational practices and augment student performance outcomes. Advocacy for Change in Educational Culture intends to provide a compilation of conceptual frameworks, research in the field of educational technologies, available educational technologies, implications for career and leadership, and developmental architectures for pedagogical practices, whether face-to-face, hybrid, or virtual that is evolving educational culture.

Combining technology and the creativity of students, providing remote access, and designing curricular presentations that make use of student-centric architectures, may promote enhanced performance outcomes academically as the student enjoys non-stereotypical educational culture. Offering virtual and technology-enhanced educational culture many times tasks students with their own edifying progress. This shift in responsibility nurtures critical thinking and seems to develop intellectual maturity as the student navigates curriculum via technology-enhanced means.

Advocacy for Change in Educational Culture reports and proposes alternatives to traditional educational practices, offering stakeholders options for an educational culture not widely present in modern education. By exploring educational technologies and focusing on what works in disseminating curriculum, Advocacy for Change in Educational Culture introduces educators to skill-set opportunities that evolve current educational culture.
(Imprint: Nova)

Prologue

List of Figures

Editor and Author Information

Introduction

Chapter 1.
Globalization and the Imagined ‘Global Thinker’
(Brian D. Denman, University of New England, Australia)

Chapter 2.
Constructivist Instructional Strategies for Synchronous Web Conferencing: Synchronous Constructivist Instructional Strategies for the 21st Century
(Ann Armstrong, Capella University, MN, USA)

Chapter 3.
Towards a Theory of Enablers to eLearning Adaptation: eSUCCESS, a Research Based Framework
(Ann Armstrong, Capella University, MN, USA)

Chapter 4.
Interactive Learning with Technology
(Pricilla Jones-Akpaita, Conversational English Coach)

Chapter 5.
Nature and Role of Web Based Distance Learning (WBDL) Business Outcome
(Leili H. Green, Houston Community Corporate College, Houston, TX, USA)

Chapter 6.
Educational Technology-Enhanced Architecture: Case Studies
(Dale H. Eberwein, Founder FPeLearning Systems, University of Phoenix SAS Alumni, Association of Leadership Educators (Submission Review Board), CITI certified human subject researcher)

Chapter 7.
Implications for Future Educational Culture
(Dale H. Eberwein, Founder FPeLearning Systems, University of Phoenix SAS Alumni, Association of Leadership Educators (Submission Review Board), CITI certified human subject researcher)

Conclusion

Appendix A: Brookfield’s Discussion Techniques

Appendix B: Critical Incident Questionnaire

Appendix C: Formative Assessment

Appendix D: Summative Assessment

Appendix E: Qualitative Interview Questions

Appendix F: Qualitative Interview Transcriptions

Index

This publication is intended for educators (e.g. teachers, leadership, professors, trainers, and educational organizations) interested in alternatives to traditional educational architectures.

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