TEACHING WELL USING TECHNOLOGY C. SHAUN LONGSTREET, PH.D. & HEIDI SCHWEIZER, PH.D. CENTER FOR TEACHING AND LEARNING
Agenda for todayIntroduction exerciseThe Google generation & best practices.Guiding principles for thinking about using (and not using)technology for a course.Thinking about time and space.Examples of using technology and pedagogy.
Question point Can you see any bottlenecks for achieving one of your course objectives? Can you identify potential problems for attaining your course objectives?
Characteristics of the Google Generation89% use e-mail64% send instant messages regularly 60% prefer IM over voice communication93 % have a Facebook and/or MySpace page
Characteristics of the Google Generation67% receive news from on-line sources74 % watch and/or produce videos on-line 56% have a portable mp3 device52 % read and/or have on-line blogs
Characteristics of the Google GenerationWith Facebook comes: beneﬁcial narcissism - the proﬁleYouTube and Blogs leads to the Prosumer43 % play on-line games There are 4 gamers for every golfer in America ﬂexible identities
Characteristics of the Google Generation57% search for info on colleges on-line72% search for information ﬁrst on-line 100 times more likely to check Wikipedia rather than a book
Characteristics of the Google GenerationUsed to brief, rapid bursts of informationRespond well to/require frequent aﬃrmationHighly visual, experiential learnersStrong sense of entitlement
Chickering & Gamson’s “Seven Principles for Good Practice in Undergraduate Education” 1. Encourages student-faculty contact 2. Fosters cooperation among students 3. Promotes active learning 4. Provides prompt feedback 5. Emphasizes time on task 6. Communicates high expectations 7. Respects diverse learning styles
Three guiding principles for effective and efficient use of technology as a pedagogical tool.It should not duplicate work for the instructor or students.It must be relevant for achieving course goals.Using technology will achieve a course goal better or is theonly means to achieve a course goal.
Times and SpacesAsk yourself when and where learning occurs during yourcourse?When and where does a student in your course process theinformation or activities she/he has just learned?When and where does a student in your course receiveassessment and feedback on their learning progress?When and where do you and the student interact?
Modes of Teaching Student alone Teacher alone In class time time time Students receive ﬁrst Processing new Traditional exposure to new Grading / information / information /lecture mode Writing feedback instructions activities
Modes of Teaching Student alone Teacher alone In class time time time Students receive ﬁrst Processing new Traditional exposure to new Grading / information / information /lecture mode Writing feedback instructions activitiesInteractive Process and First mode feedback exposure
Effective and EfficientUse class time when students need you, the expert/mentor,most: When they have questions about the material. When they need to try out new ideas or practice something and receive feedback.
TECHNOLOGY AND TEACHINGPRESENTATION SOFTWAREASYNCHRONOUS COMMUNICATIONSYNCHRONOUS COMMUNICATIONWEB CONTENTCOLLABORATIVE WRITINGWEB BASED COURSE MANAGEMENT
PRESENTATION SOFTWAREFACILITATES DISPLAY OF GRAPHICS, TEXTS, SOUND,VIDEO AND OTHER MEDIARELATIVELY SIMPLE ENVIRONMENT FOR MULTIMEDIAPRESENTATIONSEASY TO UPDATE AND CUSTOMIZEMAY BE MADE AVAILABLE OUTSIDE OF CLASS