On October 23rd, 2014, we updated our
By continuing to use LinkedIn’s SlideShare service, you agree to the revised terms, so please take a few minutes to review them.
Introduces time-use flexibility for both students and instructors
Increases students’ computer literacy skills and confidence
Saves paper—creates a paperless classroom
Enables efficient use of classroom space
Pedagogical Reasons for Teaching with Technology
Enhances students’ writing abilities
Provides an environment conducive to interaction and community building
Facilitates student-centered learning
Accommodates a variety of learning styles
Creates visually organized learning environments
Has become a familiar way of learning, researching , communicating
Multiliteracies for a Digital Age Stuart Selber, 2004
Students must be able to use computers effectively as well as participate in the construction and reconstruction of technological systems. What is needed is an approach to computer literacy that is both useful and professionally responsible (7).
If teachers fail to adopt a postcritical stance, thus leaving technology design and education to those outside of the field, it is entirely probable that students will have a much more difficult time understanding computers in critical, contextual, and historical ways…
… that technology designs, informed by pedagogical and cultural values not our own, will define and redefine literacy practices in ways that are less than desirable…
… and that computer literacy initiatives will simply serve to perpetuate rather than alleviate existing social inequities (13).
Objections To Teaching with Technology (They can be overcome.)
A big fear of technology-enhanced pedagogies is that they will decenter the instructor. The students will feel disconnected; so will the teacher. How do students and instructors make an adjustment?
Collaboration—students and instructor working together to create knowledge
In this traditional f2f model, what's missing from is interconnectivity and exchange of ideas between students in a more democratic setting.
In this cooperative model, we see that cooperative activities only go so far in creating a democratic setting, as they still leave the instructor at the top of the hierarchical chain of the traditional classroom
In this collaborative model, interactivity has been achieved and a more democratic classroom is created.
The Necessity of Shared Space
Michael Schrage (MIT) argued that "collaboration, without exception, requires" it. The nature of shared space is variable and dynamic; it can be a virtual space, a physical space, or a digital space. It can be a blackboard, a whiteboard, an online chat room, or discussion board.
What's important, Schrage found, is that "you need to have the media where the ideas can be captured and represented and those representations can be modified and played with." Clearly, teaching writing using technology provides ample opportunities to create and use shared space. A digitized class creates and maintains shared spaces in ways that a f2f classroom cannot.
Until an instructor decides to use the discussion board more as a forum for working through ideas and activities and less as a virtual refrigerator for Post-It notes , then technical efforts toward creating a space for collaborative activity remain empty shells.
What Are Shared Spaces?
“ Ok, I’m sold,” you say, “where do I sign?”
Actually, where do I begin ….surprisingly not necessarily with the technology!
Consider what it is you want to do , then consider how the technology can accommodate (not dictate) your teaching desires.
Create a map of your map (that is, your syllabus).
Determine what elements must be delivered f2f and what can be done equally well or better online. At the same time imagine what you could do online that can’t be done with a “traditional” delivery method.
Designing the Space
Although we can expect students to slug through a poorly organized syllabus, we cannot count on them doing the same online.
Spend time thinking about how to visually organize the course/assignment/task. What will make sense to the students?
Mapping Their Path
Create a map of what will happen when students go online.
Here is an example of what students might do to complete peer critiques.
Enter WebCT Click on Discussions Find and click on group Locate thread entitled “ Peer Critique 1” Read directions
More Mapping Post draft Wait until all drafts are posted, then download group members’ drafts from discussions Download peer critique questions from “ week 6 assignments” Complete peer critique by typing in answers to questions and inserting comments Go back to discussions and upload the peer critiqued drafts
After you have created the map, create the path for them to get from the start of the assignment to its completion.
Pay attention to the points where students get lost and ask them for feedback.
If All You Have Is a Hammer…
Some technology you might consider:
Annotation/book marking tools
Tracking/Commenting/Formatting tools in Word
What to Consider Before Redesigning a Course
Methods and strategies
Time to develop materials
Support for students
Willingness to be flexible
As Future Professors Consider
Departmental and Institutional Decisions
Policies should be created concerning:
Course releases for development
What courses can be modified
Support—teachers and students
Good Things to Remember
Don’t get frustrated. It might not work the first time, but don’t give up.
Help your students to overcome frustration, but don’t hold their hands.
Help each other. Collaboration is one of the best ways to learn.
Know where your resources are.
Have fun. Try new things.
A Few Tips
Have set policies about what your expectations are generally and specifically.
Keep groups small—no more than 7 per group.
Don’t interfere with their discussions.
Encourage collaboration, and sometimes cooperation, when appropriate.
Make a clear connection between what is done online and what is done in class.
Give students a chance to meet each other in both shared spaces.