Bridging Theory and Practice
Much has been written about the use of technology in the classroom. The term “smart” has become associated with a technology-enhanced classroom. In this chapter, we offer a different take on the term “‘smart’ classroom.” A “smart” classroom is one in which the educator and the learners alike engage in a transformative process. Technology may be part of that process, but it is not an end in itself. In the first section of the chapter, we examine the assumptions we make about the term “‘smart’ classroom.” The second section of the chapter introduces strategies that educators can use to increase learner engagement in the classroom (e.g., the Socratic method, use of artifacts, case studies). The chapter closes with an examination of “nontraditional” approaches to leadership pedagogy, for example service-learning projects, simulations, the flipped classroom, and the “mobile” classroom.
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