1. Michaella Hammond, MFA
Assistant Director for Instructional
Design @ The Reinert Center for
Teaching Excellence
Saint Louis University

2. Identify learning
technology trends
Discuss how
educational
technology can
improve learners’
experiences and
possibly learning
outcomes

3. “Education will be more about how to
process and use information and less about
imparting it. This is a consequence of both
the proliferation of knowledge – and how
much of it any student can truly absorb –
and changes in technology.”
Lawrence H. Summers, former president of Harvard, speech from The New
York Time’s Schools for Tomorrow conference

4. When you think
about technology
and
education, what
opinions, concepts
, images, debates,
words, or
thoughts come to
mind?

5. {Students born between 1981 and 2001 tend to…}
Multitask & enjoy collaborative learning
Often depend on others for direction
Be at ease with new technologies
May need support using technology
for academic and professional
purposes
Benefit from additional practice
with critical thinking and
independent decision-making skills
(Lynch qtd. in The Economist, 2008, p. 11)
(RIT Online Learning: Adult Learners, 2012)

6. {Students born before 1981 tend to…}
Be self-directed and active learners
Question theories and ideas
Seek relevant, problem-based
learning experiences
May need support using technology
for academic and professional
purposes
Bring real-world experiences that
contextualize world view
(RIT Online Learning: Adult Learners, 2012)
Photo source: l_hilt’s photostream on Flickr

7. “Learning technology is the broad
range of
communication, information and
related technologies that can be
used to support learning, teaching
and assessment . . . you do not have
to be called or to call yourself a
learning technologist to be one!”
(UK’s Association for Learning
Technology)

8. “So, our purpose is not to
demonstrate how to use
these technologies, but
rather to demonstrate how
learners can use these
technologies. The process
may be more difficult, but
the meaning that you and
your students derive from it
will be deeper. We believe
this approach is worth the
effort” (Howland, Jonassen
& Marra, 2011, para. 2).

10.  Peer-based and scholar-based
communication via social media
(e.g., Stanford’s Encyclopedia of
Philosophy)
 Mobile learning, or m-learning
(e.g., BYOT, flipped classroom
model)
 Incorporating play more widely
into higher education (James Paul
Gee’s: “preparation for future
learning”)

11. “Social Media Explained a la @ThreeShipsMedia”

12. “A Low-Threshold Application (LTA) is
a teaching/learning application of
information technology that is
reliable, accessible, easy to
learn, non-intimidating and
(incrementally) inexpensive” (TLT
Group Resources Collection, 2009).

13.  Tracking changes in Microsoft Word documents
 Collaborative writing projects in Google Docs, blogs, wikis, etc.
 Using Instant Messenger and web conferencing programs for remote office hours or
study sessions
 Adding audio narration to presentation slides
 Using social bookmarking sites to help students learn how to evaluate and curate
research
 Using digitized recordings or videos to respond to student and peer work
(e.g., Jing, iMovie, Audacity, etc.)
 Twitter backchannel in the classroom as a means of informal, formative assessment
(checks for understanding)
 Discipline-specific apps that transcend platforms
 BYOT – “Bring your own technology” into the classroom

14. What Low-
Threshold
Applications of
educational
technology have
you or learners
you know been
influenced by?

15. Systemic or
institutional
applications of
meaningful learning
technologies that
“require substantial
reorganization and
rethinking of faculty
roles” (Chickering &
Ehrmann, 1996).

16.  Course, curriculum, and classroom
redesign
 Flipped classrooms (leveraging
Tegrity, SLUGlobal, screencasting, p
odcasting, etc.; e.g., Khan
Academy)
 Universal Design and Universal
Instructional Design
 Institutionalized problem-based
learning, service learning, and/or
simulations for degree-granting
programs or schools
 Electronic portfolios transferable
and visible from a learner’s
academic life to professional career
 The possibilities are
endless, too, but there are
challenges with implementing
purposeful, systemic learning
technology in the classroom.

17. Source: The Flipped Classroom: Turning Traditional Education on Its
Head, http://www.knewton.com/flipped-classroom/

18. What High-threshold Applications of
educational technology have you or
learners you know been influenced
by?

19.  Educational technology works best
when explicitly connected to
learning outcomes
 Today and tomorrow’s classrooms
are shifting towards more learner-
centered, guide-on-the-side
environments
 Learning technologies have the
capacity to improve learner access
in terms of accessibility, geographic
location, socioeconomic
status, and modes of engagement

21. If you would like to
read more about
some of the ideas
and technologies
mentioned in
today’s
presentation, please
visit:
http://bit.ly/myers
_edh670

22. Michaella (Kella) Hammond
Email: mhammon8@slu.edu
Phone: 314-977-1910
Twitter: @Reinert_CTE
Twitter: @kellahammond
Website: http://cte.slu.edu/