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Promising Practices in Online Training and Support: Microlearning and Personal Learning Environments to Promote a Growth Mindset in Learners

Promising Practices in Online Training and Support: Microlearning and Personal Learning Environments to Promote a Growth Mindset in Learners

Kimberly S. Reinhardt, Susan Elwood
Copyright: © 2019 |Pages: 13
ISBN13: 9781522563228|ISBN10: 1522563229|EISBN13: 9781522563235
DOI: 10.4018/978-1-5225-6322-8.ch013
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MLA

Reinhardt, Kimberly S., and Susan Elwood. "Promising Practices in Online Training and Support: Microlearning and Personal Learning Environments to Promote a Growth Mindset in Learners." Handbook of Research on Virtual Training and Mentoring of Online Instructors, edited by Jared Keengwe, IGI Global, 2019, pp. 298-310. https://doi.org/10.4018/978-1-5225-6322-8.ch013

APA

Reinhardt, K. S. & Elwood, S. (2019). Promising Practices in Online Training and Support: Microlearning and Personal Learning Environments to Promote a Growth Mindset in Learners. In J. Keengwe (Ed.), Handbook of Research on Virtual Training and Mentoring of Online Instructors (pp. 298-310). IGI Global. https://doi.org/10.4018/978-1-5225-6322-8.ch013

Chicago

Reinhardt, Kimberly S., and Susan Elwood. "Promising Practices in Online Training and Support: Microlearning and Personal Learning Environments to Promote a Growth Mindset in Learners." In Handbook of Research on Virtual Training and Mentoring of Online Instructors, edited by Jared Keengwe, 298-310. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6322-8.ch013

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Abstract

With increasing visibility for all educators to meet technology standards, teacher educators must prepare their teacher candidates for the increasing demand for education technology integration in preK-12 and higher education classrooms. Many university faculty, who are responsible for this preparation of teachers, feel unprepared for this challenge, which often pushes them out of their comfort zone. As teacher educators in a small university in Southern Texas, the authors explored specific engagements that serve as preparation of faculty for collaborative, online learning shared experiences and instructional strategy modeling that can enhance teacher candidates' self-regulation skills to integrate technology as they prepare to enter classrooms. As they develop and implement multiple engagements for use within their teacher preparation program, the authors maintain a growth mindset to help improve the quality of their technology interactions and continuously renew their efforts to promote the integration of technology.

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