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Preparing high school students for transition to college-level math curriculum: Solutions for effectively integrating technology
PROCEEDING

, Florida State University, United States ; , The Chicago School of Professional Psychology, United States ; , Valdosta State University, United States ; , Educational Consultant, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Student experiences with the large, college-level courses included difficulty with sustaining the pace and volume of material (self-managing their learning to learn as quickly as the instructional and assessment schedule required), securing resources to support their learning within and outside the class session (seeking follow-up explanations and more examples, obtaining process-oriented feedback to support new learning), maintaining attendance and/or attention, and adjusting to the impersonal nature of the instruction in general Therefore, our presentation will focus on strategies and technologies to address these issues that secondary and post-secondary educators can share with their students and pre-service teachers

Citation

Tackett, S., Torres, K., Arrastia-Chisholm, M. & Earnshaw, Y. (2018). Preparing high school students for transition to college-level math curriculum: Solutions for effectively integrating technology. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1851-1857). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 22, 2019 from .

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