This study further assesses instructional pedagogies utilizing public relations technology in classrooms and how it heightens student success. Habitually, a healthy learning environment with independently successful students does not always come from a serious solemn classroom, but that is what our society leads us to believe. Instruction can be humorous, fun, or advanced in technology, which can lighten the classroom climate, empower students, increase comfort and should be tools that every instructor has at their disposal. Predominantly, this study dives into defining research associated with use of consumer grade and professional grade technology in the classroom and the types of different resources (i.e. live polling, animated video presentations, socials, youtube tutorials, etc.) a person may want to apply in the classroom that is significant not only to public relations as a practice but also as pedagogical tool, accomplishing two goals at once for students. Particularly, this study connects learning in the classroom with Arousal Theory and Expectancy Violation Theory. The literature review shows many benefits come from utilizing technology and fun in the classroom, however, this study will be among the first to analyze the benefit of PR technology in the public relations classroom, through primary and secondary research by two PR practitioners and instructors. Technology used in the field of PR used as learning tools can persuade students to be more interested and participate more in content, which creates a healthy collectivistic classroom climate.
Jessica Vierra, California State University, San Bernardino, United States
Jessica Block Nerren, California State University, San Bernardino, United States
Stream: Media and Education: Training Journalists
This paper is part of the EuroMedia2019 Conference Proceedings (View)
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