TEACHING WELL USING
TECHNOLOGY
Keeping Instruction in Instructional Technology
Friday, February 8, 2008 1

Agenda for today
Introduction exercise
The 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.
Friday, February 8, 2008 2

Readings Packet
7 Principles for Good Practice
Framework for Selecting & Using Technology
Introduction to Teaching online
Teaching College Courses ONline
Instructional Design Tips for Online learning
Soldiers as Distance Learners
Friday, February 8, 2008 3

Exercise
Part I:
Think of a class that you are
teaching or would like to
teach. Think of a learning
objective for that class. By
the end of the semester, I
would like student in my
class to be able to ...
Friday, February 8, 2008 4

The Google
Generation
Friday, February 8, 2008 5

Characteristics of the
Google Generation
89% use e-mail
64% send instant messages regularly
60% prefer IM over voice communication
93 % have a Facebook and/or MySpace page
Friday, February 8, 2008 6

Characteristics of the
Google Generation
67% receive news from on-line sources
74 % watch and/or produce videos on-line
56% have a portable mp3 device
52 % read and/or have on-line blogs
Friday, February 8, 2008 7

Characteristics of the
Google Generation
With Facebook comes:
beneficial narcissism - the profile
YouTube and Blogs leads to the Prosumer
43 % play on-line games
There are 4 gamers for every golfer in America
flexible identities
Friday, February 8, 2008 8

Characteristics of the
Google Generation
57% search for info on colleges on-line
72% search for information first on-line
100 times more likely to check Wikipedia rather
than a book
Friday, February 8, 2008 9

Characteristics of the
Google Generation
Used to brief, rapid bursts of information
Respond well to/require frequent affirmation
Highly visual, experiential learners
Strong sense of entitlement
Friday, February 8, 2008 10

PART 1: BEST PRACTICES
Friday, February 8, 2008 11

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
Friday, February 8, 2008 12

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 the
only means to achieve a course goal.
Friday, February 8, 2008 13

Questions?
Friday, February 8, 2008 14

Exercise
Part II:
Can you see any bottlenecks
for achieving one of your
course objectives?
Can you identify potential
problems for attaining your
course objectives?
Friday, February 8, 2008 15

Times and Spaces
Ask yourself when and where learning occurs during your
course?
When and where does a student in your course process the
information or activities she/he has just learned?
When and where does a student in your course receive
assessment and feedback on their learning progress?
When and where do you and the student interact?
Friday, February 8, 2008 16

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
Friday, February 8, 2008 17

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
Interactive Process and First
mode feedback exposure
Friday, February 8, 2008 18

Effective and Efficient
Use 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.
Friday, February 8, 2008 19

Questions?
Friday, February 8, 2008 20

TECHNOLOGY &
PEDAGOGY
Friday, February 8, 2008 21

TECHNOLOGY AND TEACHING
PRESENTATION SOFTWARE
ASYNCHRONOUS COMMUNICATION
SYNCHRONOUS COMMUNICATION
WEB CONTENT
COLLABORATIVE WRITING
WEB BASED COURSE MANAGEMENT
Friday, February 8, 2008 22

PRESENTATION SOFTWARE
FACILITATES DISPLAY OF GRAPHICS, TEXTS, SOUND,
VIDEO AND OTHER MEDIA
RELATIVELY SIMPLE ENVIRONMENT FOR MULTIMEDIA
PRESENTATIONS
EASY TO UPDATE AND CUSTOMIZE
MAY BE MADE AVAILABLE OUTSIDE OF CLASS
Friday, February 8, 2008 23

ASYNCHRONOUS
COMMUNICATION
E-MAILS
BULLETIN BOARDS
DISCUSSION GROUPS
PODCASTING
FACEBOOK (?)
Friday, February 8, 2008 24

SYNCHRONOUS
COMMUNICATION
INSTANT MESSENGER, ICHAT, AIM
SKYPE
WEBCAM
Friday, February 8, 2008 25

WEB CONTENT
EPIDEMIOLOGY
DNA
STREAMING VIDEO / ITUNES U
Friday, February 8, 2008 26

WEB BASED COURSE
MANAGEMENT
BLACKBOARD, WEBCT, MOODLE, SAKAI
UCI HAS EEE
Friday, February 8, 2008 27

COLLABORATIVE WRITING
WIKIS
BLOG
WEBSPACE (EEE, BOXNET)
Friday, February 8, 2008 28

CAVEATS
TECHNOLOGY CAN TAKE A LOT OF TIME TO
SET UP
IMPLEMENT IN SMALLER PORTIONS
HAVE A BACK-UP
SPEND THE TIME TELLING THE STUDENTS
ABOUT THE TECHNOLOGY
Friday, February 8, 2008 29

Questions?
Friday, February 8, 2008 30

Homework
Part III:
TAKE SOME TIME TO THINK
ABOUT WHERE AND WHEN
TECHNOLOGY MIGHT BE
APPROPRIATE/NECESSARY
Friday, February 8, 2008 31

ANOTHER USEFUL RESOURCE
MERLOT
(MULTIMEDIA EDUCATION RESOURCE FOR LEARNING & ONLINE TEACHING)
HTTP://WWW.MERLOT.ORG
Friday, February 8, 2008 32

Questions?
Friday, February 8, 2008 33

TEACHING WELL USING
TECHNOLOGY
Keeping Instruction in Instructional Technology
Friday, February 8, 2008 34