Inquiry Project Topic
To What Extent Should Technology be used in the Classroom?
"Findings from interviews with American professors illustrate how they constitute their authority through distinct communication strategies including the enactment of codified rules, strategic redirection, discursive sanctions, and deflection. Furthermore, results highlight the multiple constraints and tensions in instructor communication to manage digital distractions in everyday and routine interventions. Insights generated in this paper contribute to deepening understanding of the (re)construction of contemporary pedagogical authority in times of digital hyper connectivity, as well as its adaptions and challenges."
(Cheong, P. H., Shuter, R., & Suwinyattichaiporn, T. (2016). Managing student digital distractions and hyper connectivity: communication strategies and challenges for professorial authority. Communication Education, 65(3), 272–289. https://doi-org.ezproxy.uleth.ca/10.1080/03634523.2016.1159317)
I included this artifact of evidence of attaining TQS #3.
"Findings from interviews with American professors illustrate how they constitute their authority through distinct communication strategies including the enactment of codified rules, strategic redirection, discursive sanctions, and deflection. Furthermore, results highlight the multiple constraints and tensions in instructor communication to manage digital distractions in everyday and routine interventions. Insights generated in this paper contribute to deepening understanding of the (re)construction of contemporary pedagogical authority in times of digital hyper connectivity, as well as its adaptions and challenges."
(Cheong, P. H., Shuter, R., & Suwinyattichaiporn, T. (2016). Managing student digital distractions and hyper connectivity: communication strategies and challenges for professorial authority. Communication Education, 65(3), 272–289. https://doi-org.ezproxy.uleth.ca/10.1080/03634523.2016.1159317)
I included this artifact of evidence of attaining TQS #3.