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Educational Technology for Teaching Economics - Where to Start and How to Grow?

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Bibliographic Details
Title: Educational Technology for Teaching Economics - Where to Start and How to Grow?
Language: English
Authors: William L. Goffe
Source: Journal of Economic Education. 2024 55(1):77-84.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Beginning Teachers, Economics Education, Educational Technology, Technological Literacy
DOI: 10.1080/00220485.2023.2274026
ISSN: 0022-0485
2152-4068
Abstract: New economics instructors face numerous challenges when selecting technology for their courses. Because economists teach at a variety of institutions with diverse student bodies and since technology continues to evolve, this article focuses on general principles that novice instructors should consider when selecting technology for their courses. One principle is that technology should support "deliberate practice," which encompasses many types of active learning. Instructors should be aware of the various constraints they face, including the numerous cognitive challenges to effective teaching, limitations to their own "working memory," and potentially limited resources of their students and institutions. The "Substitution, Augmentation, Modification, Redefinition" (SAMR) framework is introduced to explain how technology might influence instruction. Finally, instructors should learn how to optimally use the technology they select.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406468
Database: ERIC
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Description
Abstract:New economics instructors face numerous challenges when selecting technology for their courses. Because economists teach at a variety of institutions with diverse student bodies and since technology continues to evolve, this article focuses on general principles that novice instructors should consider when selecting technology for their courses. One principle is that technology should support "deliberate practice," which encompasses many types of active learning. Instructors should be aware of the various constraints they face, including the numerous cognitive challenges to effective teaching, limitations to their own "working memory," and potentially limited resources of their students and institutions. The "Substitution, Augmentation, Modification, Redefinition" (SAMR) framework is introduced to explain how technology might influence instruction. Finally, instructors should learn how to optimally use the technology they select.
ISSN:0022-0485
2152-4068
DOI:10.1080/00220485.2023.2274026