A New Age of Education
We are in a new age, a new time, with a vibrant information landscape that will likely reshape teaching and learning. An authentic environment of teaching and learning is all about helping others change and expand their perceptions. Educators are tasked with establishing a collective vision for school improvement and initiating change to spur innovation, ensure student learning, and increase achievement. The work of leading and teaching requires a high level of understanding, patience, integrity, dedication, creativity and humility. As a teacher, I understand the importance of gaining the trust of all students through honest dealings, predictable reactions, well-controlled emotions, setting an excellent example, and the ability to think differently to implement dynamic solutions. As an educator, I employ these attributes to help students become empowered to ask questions and seek out answers in an effort to move towards a more inquiry-driven, student-empowered learning experience.
A Game-Based Learning Style
Game-based learning engages students by transforming education into an interactive journey, where challenges become opportunities for growth, and learning is fueled by curiosity and fun. My PRM 325 course embraces game-based learning to immerse students in real-world scenarios, fostering active participation and enhancing comprehension. By simulating teaching experiences, my Mount Union pre-service educators develop practical skills tailored to meet diverse student needs.
Why is Mount Union different?
Our M.Ed. faculty consists of seasoned professionals and field experts, offering mentorship beyond the classroom. What distinguishes us is our dedicated commitment to creating personalized learning environments, empowering educators and coaches to excel in diverse educational settings. Our program seamlessly integrates the latest research and pedagogical advancements, ensuring graduates possess cutting-edge strategies to tackle evolving challenges in education and coaching. At Mount Union, we cultivate not only great educators and coaches but also passionate leaders ready to make a meaningful impact on their students' lives and contribute to the advancement of their field.
List of Peer Reviewed Articles
Brueck, J., Lenhart, L., & Roskos, K. (2020). Digital Reading Programs: Definitions, Analytic
Tools and Practice Examples. In J.E. Kim & B. Hassinger-Das (eds.). Reading in the
Digital Age: Young Children’s Experiences with E-books (pp. 135-156). Cham,
Switzerland: Springer.
Roskos, K., Northrop, L., Brueck, J., Lenhart, L., & Evans, M. (2019). Descriptive Observations of
Tool Functionality and Application for Assessing Digital Reading Program Quality. Journal
of Cognitive Education and Psychology.
Lenhart, L., Roskos, K., Brueck, J., & Liang, X. (2019). Does Play Help Children Learn Words?
Analysis of a Book-Play Approach Using an Adapted Alternating Treatments Design.
Journal of Research in Childhood Education.
Brueck, J., & Salem, J. (2017). Early Evidence of the Psychometric Characteristics and Usability
of the E-book Quality-Rating Tool in the Primary Grades. Journal of Literacy and
Technology.
Roskos, K., Brueck, J., & Lenhart, L. (2017). An analysis of e-book learning platforms:
Affordances, architecture, functionality and analytics. International Journal of Child-
Computer Interaction.
Roskos, K., & Brueck, J. (2016). Teaching Early Literacy with E-books: Emerging Practices. In
Encyclopedia of Early Childhood Development (Technology in early childhood education).
Brueck, J., & Lenhart, L. (2015). Ebooks and TPACK: What teachers need to know. The Reading
Teacher, 68(5).
Roskos, K., Burstein, K., You, B., Brueck, J., & O’Brien, C. (2011). A formative study of an e-book
instructional model in early literacy. Creative Education, 2(1).
Roskos, K., Brueck, J. & Widman, S. (2009). Developing analytic tools for e-book design in early
literacy learning. The Journal of Interactive Online Learning, 8(3).