Session Information S-141 Key Presenter: David Peter, Director, CTL Vincennes University Session Format: Forum Session Title: Technology, Teaching, and Learning From the Frontline Track: Teaching and Learning Date and Time: Sunday, Oct 19, 2008 (8:30 AM - 9:30 AM) Scheduled Location: 150 C, Lower Level

Key Presenter: David Peter, Director, CTL Vincennes University

Session Format: Forum

Session Title: Technology, Teaching, and Learning From the Frontline

Track: Teaching and Learning

Date and Time: Sunday, Oct 19, 2008 (8:30 AM - 9:30 AM)

Scheduled Location: 150 C, Lower Level

How does technology change the way we teach and the way students learn? Can technology really make a difference? These questions are used to start our exploration of the research around best practices. If you are involved in teaching and learning and are curious about integrating technology effectively, this session equips you with sound strategies you can implement immediately.

How does technology change the way we teach and the way students learn? Can technology really make a difference? These questions are used to start our exploration of the research around best practices. If you are involved in teaching and learning and are curious about integrating technology effectively, this session equips you with sound strategies you can implement immediately.

Technology, Teaching and Learning: From the Frontline David Peter, Director Center for Teaching and Learning Vincennes University

Before we begin … Gutenberg press circa 1440 First audio recording, T. Edison 1870 Mimeograph machine patented by T. Edison August 8, 1876 Internet, DARPA started in the 1960’s Apple .April 1, 1976 Microsoft WINDOWS .November 1985 MOSAIC browser, 1991

Gutenberg press circa 1440

First audio recording, T. Edison 1870

Mimeograph machine patented by T. Edison August 8, 1876

Internet, DARPA started in the 1960’s

Apple .April 1, 1976

Microsoft WINDOWS .November 1985

MOSAIC browser, 1991

Starting question(s)

Guiding questions How does technology change the way we teach? How does technology change the way students learn? Can technology really make a difference?

How does technology change the way we teach?

How does technology change the way students learn?

Can technology really make a difference?

How does technology change the way we teach?

Profile of "new" environment Flexible, Mobile, Versatile - a change in environments, technology changed, students changed, role of education changed Learning space concept – learner, learning focused – social in structure, collaborative. Evolution and development of technology – natural growth and expansion of technology, whether result of business, industry, or education.

Flexible, Mobile, Versatile - a change in environments, technology changed, students changed, role of education changed

Learning space concept – learner, learning focused – social in structure, collaborative.

Evolution and development of technology – natural growth and expansion of technology, whether result of business, industry, or education.

Flexible, Mobile, Versatile Learning space - The term classroom implied a certain structure, physical structure, and certain expectations about the type of acceptable activities. These spaces are now for learning, hence learning space. Learning commons - A learning commons is a larger space, a larger and more expansive learning space.

Learning space - The term classroom implied a certain structure, physical structure, and certain expectations about the type of acceptable activities. These spaces are now for learning, hence learning space.

Learning commons - A learning commons is a larger space, a larger and more expansive learning space.

GOOD Learning Space Intuitive Learning-focused (or Learner-focused) Unstructured Multipurpose Flexible ALWAYS USED

Intuitive

Learning-focused (or Learner-focused)

Unstructured

Multipurpose

Flexible

ALWAYS USED

The “New(er)” Technologies

OLD vs. NEW OLD Technologies Chalk board, erasers Spiral binders Index or note cards 16mm movies Slide projectors New(er) Technologies Touch screen monitors Electronic paper “ Flash” cards Video on demand “ Slide shows”

OLD Technologies

Chalk board, erasers

Spiral binders

Index or note cards

16mm movies

Slide projectors

New(er) Technologies

Touch screen monitors

Electronic paper

“ Flash” cards

Video on demand

“ Slide shows”

Evolution of Technology Digital - Digital native – technology is seen as natural part or extension of life, and life’s activities Analog - Digital immigrant – technology is viewed as an extension or supplement to society, use may be determined by context

Digital - Digital native – technology is seen as natural part or extension of life, and life’s activities

Analog - Digital immigrant – technology is viewed as an extension or supplement to society, use may be determined by context

Digital and Analog Digital is two way Digital is mobile Digital is powerful Digital is portable Digital is flexible Analog is one way Analog is stationary Analog is powerful Analog may be portable Analog may be flexible

Digital is two way

Digital is mobile

Digital is powerful

Digital is portable

Digital is flexible

Analog is one way

Analog is stationary

Analog is powerful

Analog may be portable

Analog may be flexible

What is teaching technology? Is teaching technology ubiquitous, pervasive, and transparent? What are the expectations for this technology?

Is teaching technology ubiquitous, pervasive, and transparent?

What are the expectations for this technology?

Ubiquitous, Pervasive, Transparent

Everywhere, Somewhere or Nowhere Is technology ubiquitous? Is it everywhere? Is technology everywhere? Do I find technology pervading EVERY part of my environment? Have the lines between technology blurred?

Is technology ubiquitous? Is it everywhere?

Is technology everywhere? Do I find technology pervading EVERY part of my environment?

Have the lines between technology blurred?

Teaching and Technology Are there different "types" of technology for teaching? Instructional, Informational, Educational Role of technology in teaching – as instructional innovation, as social innovation or adoption/adaptation

Are there different "types" of technology for teaching? Instructional, Informational, Educational

Role of technology in teaching –

as instructional innovation,

as social innovation

or adoption/adaptation

Styles and Technology

Teaching Styles and Technology Teaching versus Instruction Technology as the medium Technology as the message Process (Teaching/Learning) versus Product (Test score, assignment) Technology may help/improve … recall Technology may help/improve … retention Technology may help/improve … transfer

Teaching versus Instruction

Technology as the medium

Technology as the message

Process (Teaching/Learning) versus Product (Test score, assignment)

Technology may help/improve … recall

Technology may help/improve … retention

Technology may help/improve … transfer

Today More media-rich and media-centric content is available today Technology has the POTENTIAL to make the act/art/science of teaching RICHER and more ENGAGING for students

More media-rich and media-centric content is available today

Technology has the POTENTIAL to make the act/art/science of teaching RICHER and more ENGAGING for students

How does technology change the way students learn?

Learning and Technology Can technology help all students learn equally? Does the use of technology require students to be technologically literate? digitally literate?

Can technology help all students learn equally?

Does the use of technology require students to be technologically literate? digitally literate?

Evolution of Technology Digital - Digital native – technology is seen as natural part or extension of life, and life’s activities Analog - Digital immigrant – technology is viewed as an extension or supplement to society, use may be determined by context

Digital - Digital native – technology is seen as natural part or extension of life, and life’s activities

Analog - Digital immigrant – technology is viewed as an extension or supplement to society, use may be determined by context

Role of technology in learning Engagement Promote active learning Mobile Emulates or models “real” life Multi-modal Ubiquitous Pervasive Transparent

Engagement

Promote active learning

Mobile

Emulates or models “real” life

Multi-modal

Ubiquitous

Pervasive

Transparent

New Students, New Technology

What students want … Focus Direction Clarity Multi-sensory stimulation Sense of challenge and accomplishment

Focus

Direction

Clarity

Multi-sensory stimulation

Sense of challenge and accomplishment

Learning styles Multi-tasking Multimedia rich Focused, just-in-time Social – local, and extended Collaborative Networked, connected Mobile, nomadic

Multi-tasking

Multimedia rich

Focused, just-in-time

Social – local, and extended

Collaborative

Networked, connected

Mobile, nomadic

Can technology really make a difference?

Can technology really make a difference? Matching technology to teaching and learning styles Incidental or qualitative differences Impact measured by student or learner perceptions

Matching technology to teaching and learning styles

Incidental or qualitative differences

Impact measured by student or learner perceptions

We have NO choice … students expect technology to be used in the classroom, in learning … it is a PREREQUISITE to learning … it can be used to GAIN and MAINTAIN attention

Guiding questions How does technology change the way we teach? How does technology change the way students learn? Can technology really make a difference?

How does technology change the way we teach?

How does technology change the way students learn?

Can technology really make a difference?

Take away points Social technologies Create, develop, and sustain communities Networking technologies Provide connections to shared interests Collaborative technologies Provide platform for shared space, creating focused deliverables Transparent technologies No interference in daily “NORMAL” life

Social technologies

Create, develop, and sustain communities

Networking technologies

Provide connections to shared interests

Collaborative technologies

Provide platform for shared space, creating focused deliverables

Transparent technologies

No interference in daily “NORMAL” life

Take away points on … Social technologies Create, develop, and sustain communities Allow faculty to connect with students in and OUT of class Provide students opportunities to feel a PART of class

Social technologies

Create, develop, and sustain communities

Allow faculty to connect with students in and OUT of class

Provide students opportunities to feel a PART of class

Take away points on … Networking technologies Provide connections to shared interests Provide ACCESS to resources Open up more resources For faculty, provide a RICHER teaching opportunity For students, provide greater access, resources for learning

Networking technologies

Provide connections to shared interests

Provide ACCESS to resources

Open up more resources

For faculty, provide a RICHER teaching opportunity

For students, provide greater access, resources for learning

Take away points on … Collaborative technologies Provide platform for shared space, creating focused deliverables Provide “REAL WORLD” exposure to collaboration, group dynamics, and team dynamics For faculty, provide broader, and deeper teaching opportunities For students, provide growth opportunities, exposure to diverse viewpoints

Collaborative technologies

Provide platform for shared space, creating focused deliverables

Provide “REAL WORLD” exposure to collaboration, group dynamics, and team dynamics

For faculty, provide broader, and deeper teaching opportunities

For students, provide growth opportunities, exposure to diverse viewpoints

Take away points on … Transparent technologies No interference in daily “NORMAL” life No need to “relearn” or “learn” new technologies Enhance the fluid connections between teaching, learning, life For faculty, increase teaching locations and opportunities For students, provide commonality between life and learning

Transparent technologies

No interference in daily “NORMAL” life

No need to “relearn” or “learn” new technologies

Enhance the fluid connections between teaching, learning, life

For faculty, increase teaching locations and opportunities

For students, provide commonality between life and learning

Next Steps

First Things First The key mission – teaching and learning Old ways may NOT be the best ways Change is good AND necessary Find INNOVATORS for technology SUSTAIN SUPPORT

The key mission – teaching and learning

Old ways may NOT be the best ways

Change is good AND necessary

Find INNOVATORS for technology

SUSTAIN SUPPORT

Concluding Thoughts Today’s (and tomorrow’s) students are more comfortable and confident with technology – CAPITALIZE ON THIS Yesterday’s faculty MAY not be aware of technological opportunities WE must find ways to use, integrate, adapt, adopt technology, effectively, efficiently and instructionally

Today’s (and tomorrow’s) students are more comfortable and confident with technology – CAPITALIZE ON THIS

Yesterday’s faculty MAY not be aware of technological opportunities

WE must find ways to use, integrate, adapt, adopt technology, effectively, efficiently and instructionally

David Peter, Director Center for Teaching and Learning Vincennes University Email: [email_address] Phone: 812-888-5815 URL: www.vinu.edu/ctl