Collective support
Stress.
Tools for inclusion and personalized learning
Impact of Digital Learning on Teachers
Digital divide
Online identity management
Ability for a teacher to be transient
References
References
Bates, T. (2015). Chapter 1: Fundamental change in education. In Teaching in the Digital Age. https://teachonline.ca/teaching-in-a-digital-age/teaching-in-a-digital-age-second-edition
Brady, T. L. (2020). Implementing an adjunct training and development model to increase student success (Publication No. ED606143) [Doctoral Dissertation, William Howard Taft University]. ERIC Institute of Education Sciences. https://files.eric.ed.gov/fulltext/ED606134.pdf
Dennen, V. P., & Burner, K. J. (2017). Identity, context collapse, and Facebook use in higher education: Putting presence and privacy at odds. Distance Education, 38(2), 173–192. https://doi.org/10.1080/01587919.2017.1322453
Henderson, J. & Corry, M. (2021). Teacher anxiety and technology change: a review of the literature. Technology, Pedagogy, and Education, 30(4), 573-587. https://doi.org/10.1080/1475939X.2021.1931426
Kenney, M. J., Sullivan, L., Clifford, G. C., Jain, N. R., & Laird, E. P. (2020). Learning in the digital age: Assistive technology and electronic access.
Equal Access for Students with Disabilities: The Guide for Health Science and Professional Education, 187.
Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. Computers & Education, 72, 292–301. https://doi.org/10.1016/j.compedu.2013.12.001
Mandernach, J., Register, L., & O’Donnell, C. (2015). Characteristics of adjunct faculty teaching online: Institutional implications. Online Journal of Distance Learning Administration, 18(1), 1–17. https://www.academia.edu/27849796/Characteristics_of_Adjunct_Faculty_Teaching_Online_Institutional_Implications?from=cover_page
OECD. Education gps- Professional development. https://gpseducation.oecd.org/revieweducationpolicies/#!node=41732&filter=all
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. http://dx.doi.org.ezproxy.royalroads.ca/10.1037/0003-066X.55.1.68
Sabourin, B. M. (2021). Sessionals’ educational development: A review of North American research, 2008-2018. International Journal for Academic Development, 26(2), 134–149. https://doi.org/10.1080/1360144X.2020.1831504
Veletsianos, G. & Houlden, S. (2019). An analysis of flexible learning and flexibility over the last 40 years of Distance Education, Distance Education, 40:4, 454-468, DOI: 10.1080/01587919.2019.1681893
Zheng, R. (Ed.). (2018). Digital Technologies and Instructional Design for Personalized Learning. IGI Global. https://doi.org/10.4018/978-1-5225-3940-7
Impact of Digital Learning on Teachers
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Transcript
Collective support
Stress.
Tools for inclusion and personalized learning
Impact of Digital Learning on Teachers
Digital divide
Online identity management
Ability for a teacher to be transient
References
References
Bates, T. (2015). Chapter 1: Fundamental change in education. In Teaching in the Digital Age. https://teachonline.ca/teaching-in-a-digital-age/teaching-in-a-digital-age-second-edition
Brady, T. L. (2020). Implementing an adjunct training and development model to increase student success (Publication No. ED606143) [Doctoral Dissertation, William Howard Taft University]. ERIC Institute of Education Sciences. https://files.eric.ed.gov/fulltext/ED606134.pdf
Dennen, V. P., & Burner, K. J. (2017). Identity, context collapse, and Facebook use in higher education: Putting presence and privacy at odds. Distance Education, 38(2), 173–192. https://doi.org/10.1080/01587919.2017.1322453
Henderson, J. & Corry, M. (2021). Teacher anxiety and technology change: a review of the literature. Technology, Pedagogy, and Education, 30(4), 573-587. https://doi.org/10.1080/1475939X.2021.1931426
Kenney, M. J., Sullivan, L., Clifford, G. C., Jain, N. R., & Laird, E. P. (2020). Learning in the digital age: Assistive technology and electronic access. Equal Access for Students with Disabilities: The Guide for Health Science and Professional Education, 187.
Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. Computers & Education, 72, 292–301. https://doi.org/10.1016/j.compedu.2013.12.001
Mandernach, J., Register, L., & O’Donnell, C. (2015). Characteristics of adjunct faculty teaching online: Institutional implications. Online Journal of Distance Learning Administration, 18(1), 1–17. https://www.academia.edu/27849796/Characteristics_of_Adjunct_Faculty_Teaching_Online_Institutional_Implications?from=cover_page
OECD. Education gps- Professional development. https://gpseducation.oecd.org/revieweducationpolicies/#!node=41732&filter=all
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. http://dx.doi.org.ezproxy.royalroads.ca/10.1037/0003-066X.55.1.68
Sabourin, B. M. (2021). Sessionals’ educational development: A review of North American research, 2008-2018. International Journal for Academic Development, 26(2), 134–149. https://doi.org/10.1080/1360144X.2020.1831504
Veletsianos, G. & Houlden, S. (2019). An analysis of flexible learning and flexibility over the last 40 years of Distance Education, Distance Education, 40:4, 454-468, DOI: 10.1080/01587919.2019.1681893
Zheng, R. (Ed.). (2018). Digital Technologies and Instructional Design for Personalized Learning. IGI Global. https://doi.org/10.4018/978-1-5225-3940-7