The Implications Of A Social Learning Network For Teacher...
The Implications of a Social Learning Network for Teacher Effectiveness in Texas Secondary
Schools
Katrina M. Guillory
Lamar University
Author Note
Katrina Guillory, Department of Educational Leadership, Lamar University
Correspondence concerning this dissertation should be addressed to Katrina Guillory, Department
of Educational Leadership, Lamar University, Beaumont, TX 77710. Email:
[email protected]
Abstract
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Body of Review
Educational change. [Include a period at the end of a run in heading. Note that you can include
consecutive paragraphs with their own headings, where appropriate.]
Emergent technology. The National Education Technology Plan 2010, issued by the United States
Department of Education, asserted the lives of today s students are occupied with technology that
mobilizes 24 hour, 7 day a week access to information and resources, facilitates creation of sharable
multimedia, and permits participation in learning and collaborating with people worldwide. Student
opportunities are without limits and offer immediate feedback. Hence, technology integration has
profoundly altered the pedagogical practices of the classroom (Shieh, 2012). Given this challenge,
the U.S. Dept. of Education (2010) contended that there is a necessity to leverage progressive
technology in order to create engaging, relevant, and personalized learning experiences for all
learners that mirror students daily lives and the reality of their futures (p. x). Smith and Evans
(2010) explained how technology empowers students to pursue opportunities to learn on their own.
Students desire to interact and acquire knowledge from their own personalized network of experts,
utilizing modern communication and collaboration tools that are not bound by time and place.
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