Twenty-first Century research is increasingly becoming reliant on information and communication technologies to address systemic and distinct educational problems through greater communication, interaction, and inquiry. Research is an interactive inquiry process. In many instances this involves interaction with people. We also interact with technology and through technology to improve our educational practice. Practitioner research seeks to understand the underlying causes enabling personal and organizational change (Reason & Bradbury, 2001).
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Teaching with Technology
As teachers we know that our written work is not ready for publication until it has been reviewed by a variety of colleagues for commentary and edits. External review is needed even for good writers because we have a hard time seeing our own writing errors. Plus, we need that extra feedback to sharpen our ideas, discover new directions to take, and generally elevate our work to publication quality.
Interactive, synchronous web conferencing software such as WebEx, Blackboard Collaborate and even Skype are innovative tools that can be implemented by faculty teaching both hybrid and fully online courses. When faculty at Towson University began using WebEx to incorporate a synchronous component to their courses, they discovered that interactive web conferencing (IWC) delivers many benefits.
The number of technologies available to both higher education institutions and individual instructors seems to grow each day. With tools that promise to increase engagement, communication, interaction, efficiencies, and learning, it’s easy to get overwhelmed. It’s also easy to make bad choices — choices that could result in wasted money, time, or learning opportunities, all the while causing undue frustration for students and faculty alike.
I’ve long said that professors who want to explore teaching with technology should begin with a social media tool rather than a Learning Management System. Web 2.0 tools are simple to use, invite student collaboration, and are usually less administratively clunky and complex than an LMS.
Steven Johnson attributes much of the progress humanity made in science during the Enlightenment to the widespread practice at the time of “commonplacing.” People would carry around a notebook in which they would record interesting passages that they read, comments from others, or thoughts that they had (Johnson, 86).
How do you explain the learning objectives for your course, or each unit of your course? If you’re like most faculty, you probably put together a carefully crafted bulleted list of what you want students to learn. And, if you’re like most faculty, you probably know that most students give that list a cursory glance at best.
We want our students to develop original insights, and are often disappointed when discussion provides little in the way of original thought. But this is
Storytelling is the oldest form of education. The cave dwellers first taught their children lessons through stories. The Greeks picked up on the tradition by
When I heard a teacher tell me that they were creating recorded lectures for courses as homework assignments and spending classroom time on discussions and more active learning, I knew right then the value of the lecture capture tools.