Teaching with Technology
Teaching with technology isn’t just about staying current on the latest tools, it’s about knowing how to successfully incorporate the best tools into your teaching when and where it makes sense. This article series looks at the benefits of using technology, as well as potential stumbling blocks. You’ll also get an inside look at best practices for using technology to enhance teaching and learning – whether you teach in a traditional classroom or online.
Increasingly, educators are searching for video resources online by sifting through YouTube, searching on Google, and visiting various topical sites. However, what’s often required is quite specific and it can be hard to find exactly what you need.
August 26 - The Benefits of Flipping Your Classroom
A small but growing number of faculty at major universities are experimenting with the inverted or flipped classroom. It’s an instructional model popularized by, among other influences, a Ted Talk by Khan Academy founder Salman Khan, which has received more than 2.5 million views. Institutions as varied as Duke University’s School of Medicine, Boston University’s College of Engineering, and the University of Washington School of Business have joined Clemson, Michigan State, the University of Texas, and many others in experimenting with changing from in-class lectures to video lectures and using class time to explore the challenging and more difficult aspects of course content.
A sociology professor in an undergraduate introductory social problems course used a blog to “enhance student participation, engagement and skill building.” (p. 207) In the article referenced below, this professor shares her experiences of using this assignment with 263 students across four semesters.
The Internet flipped learning before instructors did. Want to find out something? Google it. Wikipedia it. Use your laptop or smartphone or iPad. That’s where the “answers” are. Some of us initially reacted to this cyber-democratization of information asserting, “This isn’t right! The Internet is full of incomplete and simply wrong information.” But the challenge to the classroom was more profound. It has raised questions among students and even administrators about the need for face-to-face classrooms at all, as if correct information and unchallenged “opinions” were all that was needed.
The discussion board in Kathleen Lowney’s large blended (or hybrid) section of introduction to sociology at Valdosta State University wasn’t serving its intended purpose of engaging learners with the content and preparing them for face-to-face class sessions. She tried dividing the students into smaller discussion groups of 50 and then 20, and the results were the same: the weaker students waited until the last minute and essentially repeated what the better students had posted previously. When she replaced the public discussions with private journals, the quality of students’ posts improved, as did their grades.
While discussing the nuances of regression analysis, I saw some of my students smiling. It wasn’t a smile of understanding; it was a response to seeing a Facebook comment on their smart phone. I later learned that 99% of the students in the research method class were Facebook users, routinely checking for updates 10-20 times a day. I asked them to refrain checking their phones during class.
May 20 - From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos
From Web-enhanced face-to-face courses to MOOCs, flipped, blended, and fully online courses, videos are an integral component of today’s educational landscape—from kindergarten all the way through higher education.
While other forms of visual presentations have cropped up—such as Prezi and Empressr—PowerPoint remains the presentation software of choice. Yet many folks develop PowerPoint presentations without fully understanding all components of the software and/or presenter tricks that could make for much more effective PowerPoint presentations.
When I first started teaching online, one of the most frustrating aspects was that I did not have access to an old-fashioned blackboard to give students a visual map of what I was teaching. I felt restricted by the text-based instruction of the discussion board and eventually began creating colorful flowcharts to teach essay structure, for example, or PowerPoint slides to explain the MLA style format.
Whether you teach online, face-to-face, or blended/hybrid courses, podcasts can improve student learning, says Charles Morgan, chair of the mathematics department at Lock Haven University. Consider the following benefits: