teaching with technology
Help for selecting and using technology in the college classroom.
Remember feeling nervous before starting your first day on the job? You may have experienced butterflies in your stomach, had questions about expectations, or concerns about learning the rules and finding information. Students feel the same way with a new professor, regardless if the class is face-to-face or online. With technology, you can reduce new-class jitters and get your students on track for success.
When it comes to technology in the classroom, phrases like “faculty resistance” and the importance of getting “faculty buy-in” are tossed around with great frequency. But is that perception still valid? Are all instructors so set in their ways, skeptical of anything new, and fearful of deviating from what they’ve done that it’s nearly impossible to get them to try something new?
This new online course explores the best web-based tools for today’s classroom—and the most effective ways you can integrate them into your courses. Whether you’re teaching online, face-to-face, or blended courses, you’ll discover how technology can help students become active learners; contributing and collaborating in meaningful ways.
In Part I of this article, we wrote about the value in collaborating with peers. Here we conclude the piece by sharing with you the steps we followed in forming our group, while offering advice on how a similar approach could work on your campus.
Most of us have encountered students who struggle with a particular course objective or assignment. Finding innovative ways to help students break through these barriers to learning is a common challenge for all educators at any level. This problem may be exacerbated in the online classroom due to the geographically dispersed participants and asynchronous learning environment, however, it can be overcome.
Online teaching is growing at a rapid pace. To meet the increasing demand of online education, many courses have been designed to enable the instructor to be more of a facilitator rather than an active participant in the classroom space (Ragan, 2009). However, building an active, student-centered learning environment in online classes is needed to prevent instructors from becoming stagnant and to motivate and inspire them to take on a variety of roles as the students’ “guide, facilitator, and teacher” (Ragan, 2009, p. 6). This article will discuss the unique needs of the online student and suggest three strategies to meet these needs through effective, innovative online instruction.
The learning management system you select for your program can be the best decision you’ve ever made. It can just as easily be your worst mistake, and one that you’re stuck with for years. This seminar will explain how to evaluate your current technological needs, develop an LMS selection process, and implement that process successfully.
Online Seminar • Recorded on Thursday, May 1st, 2014
I’ve been teaching composition at the college level since 1984, and have had the pleasure of working with students at several different institution types: a community college, a private college, and a research university. For 10 years, I served as writing program administrator at the University of California, Irvine, responsible for facilitating required first-year writing courses and for training new graduate students to teach composition. The first-year writing class is truly a rite of passage, a common experience for thousands of college students across the country every year.
When designing an online course it’s important to carefully consider which tools align with the course’s learning objectives and the types of communication that will occur.
There are three types of communication that can occur in an online course—one to one, one to many, and many to many. In an interview with Online Classroom, Sara Ombres, faculty development instructor, and Anna Reese, production coordinator/instructional designer, both at Embry-Riddle Aeronautical University’s Worldwide Campus, talked about how they help instructors select communication tools to suit the situation.
When I was in college (for 12 years I might add) there were really only three sources of information available to students: 1) Instructor 2) Textbook 3) Library. This was not such a distant past. A mere two decades ago I finished my undergrad, and I graduated with my PhD in 2001. I don’t think learning, or even how we learn, has changed all that much since then. But what has changed is access to information and how that access might actually distract from learning.