Abstract
Technology should be able to support motivation, innovation, and sustainability in education. The inventiveness, spur, and motivation of learners is checked. The process supports a diverse community by supporting social involvement, engagement, and connectedness in the classroom. The evidence of the importance of customs, cultures, traditions, and values is reflected through sustainable developments in the community. Pedagogical sustainability, trustworthiness, and accountability supports cultural commodities, identities, and self-awareness issues in it. The research investigates the impacts of community-based involvement, social practice issues, and immersion to check the support for learning, interactions, and connections. Qualitative methods, ethnography, and critical race theory support the structural assessment of the instructional design for social communication, interaction, and accountability. Open-ended interview questions support the data collection, and transcribed interviews are coded. The chosen themes support the process. The themes are used to check the participants’ responses. The entire analysis revolves around the chosen themes and the reactions of the participants in the research. The process informs learners about self-reliability, consistency, and persistence. The social involvement focuses more on the communication, connection, and consideration of learners. The learning impacts of the learnings should support the connections, innovations, and accountability in education. The results inform about the use and effectiveness of the technology for innovation, connections, and accountability to support social norms. The process also informs about sustainability, pedagogical strategies, and self-awareness in education.
Presenters
Zartasha ShahStudent, Ph.D., Curriculum and Instruction, University of Houston, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ACCOUNTABILITY, CONNECTIVITY, INNOVATION, SELF-RELIABILITY, PERSISTENCE
