Abstract

The purpose of this article is to share how classroom incorporation of technology with feminist pedagogy in mind both elicited and constrained learning opportunities in a large, blended class setting. Technology selection, assignment revision, and changes to teaching practices are addressed. We conclude with recommendations for teachers facing similar circumstances.

Journal
Pedagogy
Published
2016-10-01
DOI
10.1215/15314200-3600813
Open Access
Closed
Topics

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Also cites 7 works outside this index ↓
  1. “ ‘Don't Hate Me Because I'm Virtual’: Feminist Pedagogy in the Online Classroom.”
    Feminist Teacher  
  2. “What Exactly Is It That You Do?”
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  3. “Increasing Interactivity in Lectures using an Electronic Voting System.”
    Journal of Computer Assisted Learning  
  4. “Teachers Making Connections: Online Communities as a Source of Professional Learning.”
    British Journal of Educational Technology  
  5. “Unmasking Moral Dichotomies: Can Feminist Pedagogy Overcome Student Resistance?”
    Gender and Education  
  6. “Exploring the Pedagogical Effectiveness of Clickers.”
    InSight: A Journal of Scholarly Teaching  
  7. “Theoretical Foundations for Enhancing Social Connectedness in Online Learning Environments.”
    Distance Education  
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