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Teaching with Technology Rhett McDaniel Educational Technologist Center for Teaching
<ul><li>“ Technology, in and of itself, cannot transform the teaching and learning process – only people can do it.” </li>...
Emerging Technologies Watch List <ul><li>User-created content and personal web </li></ul><ul><li>Social networking </li></...
What should I consider before using technology?
Considerations When Using  Technology <ul><li>Good teaching practice </li></ul><ul><li>Skills </li></ul><ul><li>Constant e...
Designing Backwards
Identify desired results Determine acceptable evidence Plan learning experiences and instruction Stages in the Backward De...
Students Bloom’s Taxonomy Course-specific goals & objectives Cooperative learning Lectures  Labs Other  experiences Classr...
Seven Principles for Good Practice in Undergraduate Education <ul><li>Encourages contact between student and faculty </li>...
How can learning be enhanced using instructional technology?
Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Activ...
Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Activ...
PowerPoint <ul><ul><li>Outline class session. </li></ul></ul><ul><ul><li>Review lecture material. </li></ul></ul><ul><ul><...
Camtasia/Jing Provide a video that helps students review difficult concepts. Post your lectures online. Explain a new proc...
<ul><li>Examples </li></ul><ul><ul><li>Adobe Connect and Adobe Presenter </li></ul></ul><ul><ul><li>Centra </li></ul></ul>...
<ul><ul><li>Audio Recordings  Online Audio Archives </li></ul></ul><ul><ul><li>Creating Audio  Audacity </li></ul></ul><ul...
Example Video Conferencing
Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Activ...
Games  for Drill and Practice <ul><li>Allow for student self-assessment. </li></ul><ul><li>Provide interactive means for s...
Game Creation Software <ul><li>Half-baked Software  </li></ul><ul><ul><li>http://www.halfbakedsoftware.com/   </li></ul></...
Simulations and Animations <ul><li>Models a concept or idea </li></ul><ul><li>Useful when concepts are difficult </li></ul...
Simulation Example http://www.iupui.edu/~g107cwt/assets/flash/landslides/slides2.swf   http://www.iupui.edu/~g115/mod10/le...
Reusable Learning Object <ul><ul><li>A reusable learning object is a small digital component that can be selectively appli...
Reusable Learning Object Example http://www.dnai.org/b/index.html Techniques>transferring
Classroom Response Systems
Student Perspective Questions <ul><li>Your daughter is in an abusive relationship.  Which of the following do you say to h...
One-Best-Answer Questions <ul><li>Hamlet’s lines following the death of Ophelia suggest that: </li></ul><ul><li>Hamlet rea...
Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Activ...
Discussion Forums
OAK / Blackboard
Why use discussion forums? <ul><li>To share common concerns & questions, maybe anonymously </li></ul><ul><li>To motivate s...
Blogs EXAMPLES
Microblogging (Twitter)
Twitter <ul><li>Following, tweeting, and searching </li></ul><ul><li>Monica Rankin’s Twitter  Experiment </li></ul>
Collaborative Tools <ul><li>Google Docs </li></ul><ul><li>Zoho </li></ul>
Wikis <ul><li>An open, collaborative community website where anyone can contribute. </li></ul><ul><li>Group space in which...
Support <ul><li>http://its.vanderbilt.edu/support/servicedelivery </li></ul>
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  • Good teaching practice drives all decision making about the use of IT in teaching. Technology must enhance student learning and is therefore value-added. Technology advances communication, collaboration and/or active learning. The desired outcome is considered before determining tools. Technology is not an isolated event but a piece of the puzzle of how faculty teach and students learn. Technology is just a tool. Teachers and students must negotiate the role of technology in learning. Skills Learners have the skills required to use selected technology. The faculty member has the skills required to use the selected technology. Evaluation of costs, resources and time must be ongoing.
  • Introduce Wiggins and McTighe’s backward design process as a structure for course design and for today’s discussion. Note that a “fourth step” is the construction of a syllabus. That step really should come after these other steps have been taken.
  • Move adobe connect movie to about 23min in
  • Digital media that models a concept or idea that is not easily communicated with words alone. Especially useful when concepts are difficult for many students to understand or when resources are not available to do a demonstration. Good simulations and animations strive to excite the student about learning.
  • Student perspective questions include demographic questions (like the ones I asked earlier), opinion questions (like #1 here), and personal experience questions (like #2 here). Help students connect their own lives with course material, making the material more relevant to them. Help instructors get to know their students. Help students get to know each other. Help students learn about diverse points of view. Help students believe data from national surveys. Instructors often need to be careful to protect students with minority views. Also, student-student anonymity is helpful, but if students know that instructors know who said what, this can inhibit honest responses.
  • Elizabeth says that Hamlet’s actions are always up for interpretation. After seeing the results of a question like this one, she’ll take the least popular answer and argue for it, showing her students the complexity of the play. She has 250 students in her course, but in a smaller class, this kind of question could generate a lot of discussion. The point isn’t getting the correct answer, it’s the arguments that students use in the subsequent discussion. In fact, this question wouldn’t be appropriate for a quiz, but it works great with clickers. A lot of students assume there’s a single correct answer to any question that could appear in a college course. These kinds of questions provide these students with motivation to move away from this “dualistic” thinking. Also, diagnostic questions.
  • The term wiki is derived from the Hawaiian phrase, wiki-wiki, which means quick. An open, collaborative community website where anyone can contribute. Group space available online in which many individuals can be part of the construction of knowledge and/or presentation of information. The most popular wiki is Wikipedia . Especially effective as a way to get many students to contribute information about a particular subject. Wikis in Plain English
  • Transcript of "Presentation Title"

    1. 1. Teaching with Technology Rhett McDaniel Educational Technologist Center for Teaching
    2. 2. <ul><li>“ Technology, in and of itself, cannot transform the teaching and learning process – only people can do it.” </li></ul><ul><li>Mawka and Salim, 2007, p. 71 </li></ul>
    3. 3. Emerging Technologies Watch List <ul><li>User-created content and personal web </li></ul><ul><li>Social networking </li></ul><ul><li>Mobile phones </li></ul><ul><li>Virtual worlds </li></ul><ul><li>Geo everything </li></ul>http://net.educause.edu/ir/library/pdf/CSD5612.pdf
    4. 4. What should I consider before using technology?
    5. 5. Considerations When Using Technology <ul><li>Good teaching practice </li></ul><ul><li>Skills </li></ul><ul><li>Constant evaluation of value </li></ul>Time Quality Cost
    6. 6. Designing Backwards
    7. 7. Identify desired results Determine acceptable evidence Plan learning experiences and instruction Stages in the Backward Design Process (Wiggins & McTighe, 2005)
    8. 8. Students Bloom’s Taxonomy Course-specific goals & objectives Cooperative learning Lectures Labs Other experiences Classroom assessment techniques Tests Other measures Technology Assessment (Felder & Brent, 1999) The Balancing Act Goals and Objectives Activities
    9. 9. Seven Principles for Good Practice in Undergraduate Education <ul><li>Encourages contact between student and faculty </li></ul><ul><li>Develops reciprocity and cooperation among students </li></ul><ul><li>Uses active learning techniques </li></ul><ul><li>Gives prompt feedback </li></ul><ul><li>Emphasizes time on task </li></ul><ul><li>Communicates high expectations </li></ul><ul><li>Respects diverse talents and ways of learning </li></ul>Chickering & Gamson, 1987
    10. 10. How can learning be enhanced using instructional technology?
    11. 11. Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Active Learning Games for drill & practice Reusable learning objects Simulations/animations Classroom Response Systems Collaborative Learning Discussion forums Blogs Twitter (Micro Blogs) Social Bookmarking Podcasting Wikis Google Docs/Zoho
    12. 12. Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Active Learning Games for drill & practice Reusable learning objects Simulations/animations Classroom Response Systems Collaborative Learning Discussion forums Blogs Twitter (Micro Blogs) Social Bookmarking Podcasting Wikis Google Docs/Zoho
    13. 13. PowerPoint <ul><ul><li>Outline class session. </li></ul></ul><ul><ul><li>Review lecture material. </li></ul></ul><ul><ul><li>Summarize main points. </li></ul></ul><ul><ul><li>Review for an exam. </li></ul></ul><ul><li>Presentation Zen </li></ul><ul><li>Prezi </li></ul>
    14. 14. Camtasia/Jing Provide a video that helps students review difficult concepts. Post your lectures online. Explain a new process, Web page or program to the class. Example
    15. 15. <ul><li>Examples </li></ul><ul><ul><li>Adobe Connect and Adobe Presenter </li></ul></ul><ul><ul><li>Centra </li></ul></ul><ul><ul><li>Other applications </li></ul></ul><ul><li>Bridges the miles and oceans and makes interacting with experts anywhere in the world. </li></ul>Video Conferencing
    16. 16. <ul><ul><li>Audio Recordings Online Audio Archives </li></ul></ul><ul><ul><li>Creating Audio Audacity </li></ul></ul><ul><ul><li>Podcasting </li></ul></ul><ul><ul><li>Video Recordings youtube.com </li></ul></ul><ul><ul><li>Creating video videospin / iMovie </li></ul></ul>Audio / Video
    17. 17. Example Video Conferencing
    18. 18. Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Active Learning Games for drill & practice Reusable learning objects Simulations/animations Classroom Response Systems Collaborative Learning Discussion forums Blogs Twitter (Micro Blogs) Social Bookmarking Podcasting Wikis Google Docs/Zoho
    19. 19. Games for Drill and Practice <ul><li>Allow for student self-assessment. </li></ul><ul><li>Provide interactive means for student to study course material. </li></ul><ul><li>Can be relatively easy for faculty members to create using free software programs. </li></ul>
    20. 20. Game Creation Software <ul><li>Half-baked Software </li></ul><ul><ul><li>http://www.halfbakedsoftware.com/ </li></ul></ul><ul><ul><li>Multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises </li></ul></ul><ul><ul><li>examples </li></ul></ul><ul><li>Quia </li></ul><ul><ul><li>http://www.quia.com/servlets/quia.web.QuiaWebManager </li></ul></ul><ul><li>16 different types of online activities, including flashcards, matching, concentration (memory), word search, battleship, challenge board, columns, cloze exercises, hangman, jumbled words, ordered list, patterns, picture perfect, pop-ups, rags to riches (a quiz-show style trivia game), and scavenger hunt </li></ul>
    21. 21. Simulations and Animations <ul><li>Models a concept or idea </li></ul><ul><li>Useful when concepts are difficult </li></ul><ul><li>Strive to excite students about learning </li></ul>
    22. 22. Simulation Example http://www.iupui.edu/~g107cwt/assets/flash/landslides/slides2.swf http://www.iupui.edu/~g115/mod10/lecture04.html
    23. 23. Reusable Learning Object <ul><ul><li>A reusable learning object is a small digital component that can be selectively applied (alone or in combination with other materials) to meet individual needs for learning or performance support. </li></ul></ul><ul><ul><li>Can be used in-class to enhance learning or as supplemental material students access online. </li></ul></ul>
    24. 24. Reusable Learning Object Example http://www.dnai.org/b/index.html Techniques>transferring
    25. 25. Classroom Response Systems
    26. 26. Student Perspective Questions <ul><li>Your daughter is in an abusive relationship. Which of the following do you say to her? </li></ul><ul><li>During how many days a week do you get 30 minutes of exercise? </li></ul>Corly Brooke, Human Development & Family Studies, Iowa State University
    27. 27. One-Best-Answer Questions <ul><li>Hamlet’s lines following the death of Ophelia suggest that: </li></ul><ul><li>Hamlet really loved Ophelia, and is so distraught to learn of her death that he proposes to eat a crocodile. </li></ul><ul><li>Hamlet thinks that Laertes’s grief is mere posturing, and mocks it by exaggeration. </li></ul><ul><li>Hamlet cares little for Ophelia, but is eager to enter into a rhetorical chest-thumping competition with her brother. </li></ul>Elizabeth Cullingford, English, University of Texas-Austin
    28. 28. Functional Categories Category Learning Activities Presentation Web conferencing Video presentation Audio PowerPoint Active Learning Games for drill & practice Reusable learning objects Simulations/animations Classroom Response Systems Collaborative Learning Discussion forums Blogs Twitter (Micro Blogs) Social Bookmarking Podcasting Wikis Google Docs/Zoho
    29. 29. Discussion Forums
    30. 30. OAK / Blackboard
    31. 31. Why use discussion forums? <ul><li>To share common concerns & questions, maybe anonymously </li></ul><ul><li>To motivate students to think about material before class </li></ul><ul><li>To move discussion outside of class, leaving more class time for other tasks </li></ul><ul><li>To make it easier for some students to express themselves—in writing </li></ul><ul><li>To build community, relationships, study groups </li></ul><ul><li>To give students a space to apply course material to their “real lives” </li></ul><ul><li>To allow students to share and comment on non-textual media </li></ul>
    32. 32. Blogs EXAMPLES
    33. 33. Microblogging (Twitter)
    34. 34. Twitter <ul><li>Following, tweeting, and searching </li></ul><ul><li>Monica Rankin’s Twitter Experiment </li></ul>
    35. 35. Collaborative Tools <ul><li>Google Docs </li></ul><ul><li>Zoho </li></ul>
    36. 36. Wikis <ul><li>An open, collaborative community website where anyone can contribute. </li></ul><ul><li>Group space in which many individuals can be part of the construction of knowledge and/or presentation of information. </li></ul><ul><li>The most popular wiki is Wikipedia . </li></ul><ul><li>Effective as a way to get many students to contribute information about a particular subject. </li></ul><ul><li>Wikis in Plain English </li></ul><ul><li>http://rhettmcdaniel.wetpaint.com </li></ul>
    37. 37. Support <ul><li>http://its.vanderbilt.edu/support/servicedelivery </li></ul>
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