Self-Regulated Learning: A Touchstone for Technology-Enhanced Classrooms

• Published in: The Reading teacher Vol. 70; no. 6; pp. 659 - 666
• Main Authors: Scott, Ruth McQuirter, Meeussen, Nancy
• Format: Journal Article
• Language: English
• Published: Newark Wiley Subscription Services, Inc 01.05.2017; Wiley-Blackwell; Blackwell Publishing Ltd
• Subjects: 2‐Childhood; 3‐Early adolescence; Access to Information; Choice, preference < Motivation/engagement; Classrooms; Collaboration; Cooperative Learning; Critical analysis < Digital/media literacies; Digital/media literacies; Educational Technology; Elementary education; Elementary School Students; Elementary School Teachers; Expectations < Motivation/engagement; Grade 3; Independent Study; Influence of Technology; Information and communication technologies < Digital/media literacies; Instructional strategies, methods and materials; Instructional strategies, teaching strategies < Strategies, methods, and materials; Instructional technology < Strategies, methods, and materials; Intrinsic < Motivation/engagement; Learning; Metacognition; Metacognitive strategies < Strategies, methods, and materials; Motivation/engagement; New literacies < Digital/media literacies; Persistence < Motivation/engagement; Risk; Self‐efficacy < Motivation/engagement; Teacher education, professional development; Teacher Role; Teachers; Teaching Methods; Technology Integration
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1002/trtr.1564

Technology‐enhanced classrooms offer dynamic possibilities for teachers and students. The teacher's role can shift from being an expert in control of the class to being a coach who challenges students to use technology to explore the world and share their findings in innovative ways. Such redefining of roles, however, involves risk and often discomfort on the part of teachers and students alike. This article describes the classroom of a third‐grade teacher who has placed self‐regulated learning at the heart of her approach to embedding technology throughout her program. By explicitly teaching and reinforcing the skills of self‐regulation, she is able to nurture the development of independent, collaborative learners who use technology to access information and document and share their learning.