Q & A with Ed Tech Leaders: Interview with Robert Talbert

Autor/inn/en	Shaughnessy, Michael F.; Yan, Juchao
Titel	Q & A with Ed Tech Leaders: Interview with Robert Talbert
Quelle	In: Educational Technology, 55 (2015) 5, S.60-62 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1962
Schlagwörter	Stellungnahme; Interviews; Educational Technology; Instructional Leadership; Technology Uses in Education; Barriers; Learning Experience; Behavioral Objectives; Teaching Methods; Feedback (Response); Student Reaction; Time Management; Teaching Load; Teaching Experience; Educational Practices + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Unterrichtsmedien; Instruction; Leadership; Bildung; Erziehung; Führung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerkritik; Zeitmanagement; Lehrdeputat; Bildungspraxis
Abstract	In this regular feature of "Educational Technology," Michael F. Shaughnessy and Juchao Yan present their interview with Robert Talbert, Associate Professor, Mathematics Department, Grand Valley State University, Allendale, Michigan. Their interview centered around thirteen questions that professor Talbert provided enlightening responds to. The question included: (1) Why and when did you first investigate the use of technology in your classes?; (2) What has been your biggest challenge in using technology over the past few years?; (3) What kinds of things would you like to do differently in teaching and learning?; (4) Do you see teaching as an art or a science or both?; (5) What makes for an effective "flipped" learning experience?; (6) Differentiate for us the differences between basic and advanced learning objectives?; (7) Vygotsky's "zone of proximal development"--how relevant is it to "flipped" instruction?; (8) Student reactions are always problematic. What has been the single most problematic feedback?; (9) How do you teach students a different time management style in flipped classrooms?; (10) In a lecture, students are furiously taking notes but are not always processing the information. Is this flipped model a better way to address this? What about PowerPoints?; (11) What is "The Inverted Classroom Wiki"?; (12) How can a professor juggle flipped learning and other professional duties?; and (13) What have we (the authors) neglected to ask? (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01