1 / 1

Technology Teaching Tools in Support of the Non-traditional Student: A Library Science Discourse

Library Science Student Profile. Technology Teaching Tools Introduced.

bianca-alford
Download Presentation

Technology Teaching Tools in Support of the Non-traditional Student: A Library Science Discourse

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Library Science Student Profile Technology Teaching Tools Introduced The Master of Library Science (MLS) Program is a completely online program composed predominately of non-traditional students. The majority of students reside geographically in mostly rural areas in several Southeastern states while holding a variety of bachelor’s degrees ranging from accounting to zoology. The average age of the student is 39. Most have multiple children, work full time, and have been out of the higher education environment for over 15 years. Many have only DSL Internet connections at home or submit their work via public library computers. The ECU MLS program is the only option available to these students to meet their educational, scheduling, and access needs. Technology Teaching Tools in Support of the Non-traditional Student: A Library Science Discourse Emily Blankenship, MSLS, College of Education, East Carolina University http://www.ecu.edu/educ/libs/ Selected Text Resources for Serving the Non-traditional Online Student Through Technology De Vito, D. How technology serves non-traditional students in one teacher education program in southern Arizona. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, (2007): 743-748. Fidishun, Dolores. "Teaching adult students to use computerized resources: Utilizing Lawler's keys to adult learning to make instruction more effective." Information Technology and Libraries, 19 (September 2008): 157-158. Huerkamp, James Edward,PhD. The role of technology usage by nontraditional students in a rural college, Mississippi State University, (2005), AAT 3201849. Manner, Jane C. “Serving the non traditional student through a technology-enhanced curriculum.” Tech Trends, 4, 5 (September/October 2008): 32-35. Tones, Megan, Fraser, J.; Elder, R. and White, K. ”Supporting mature-aged students from a low socioeconomic background.” Higher Education, 58, 4 (October 2009): 505-529. DOI: 10.1007/s10734-009-9208. Predominant Learning Style: The David A. Kolb styles model based on Experiential Learning Theory was used, as explained in his book Experiential Learning: Experience as the source of learning and development (1984) to determine learning styles.The majority of students match the profile for accommodators. Accommodators use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them. Teaching Tools Recognized by Students in all Library Science Pathways

More Related