Developing and implementing technology-integrated Triad model in content areas for alternative students: An exploratory study
PROCEEDINGS
Binod Gurung, David Rutledge, New Mexico State University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This study presents how teachers of a public alternative high school engaged in collaboration with the school administrators to develop and implement a learner-centered technology integration model in the four content areas (mathematics, sciences, English, and social studies). This model, called the Triad Model, was uniquely developed at the school to meet the diverse needs of at-risk students as a part of their site-based, reflective practice for improving curriculum and teaching. Findings from the in-depth interviews with content area teachers and administrators showed that collaboration, reflective practice, identifying student needs, and alignment of the resources were essential to the development of the model. The model had been positively effective in engaging students, differentiating curriculum, and improving teaching in all content areas. Pedagogical implications are discussed.
Citation
Gurung, B. & Rutledge, D. (2012). Developing and implementing technology-integrated Triad model in content areas for alternative students: An exploratory study. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2826-2833). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/40017/.