Teaching with Technology

1. Teaching with Technology Rhett McDaniel Educational Technologist Center for Teaching

2. “Technology, in and of itself, cannot transform the teaching and learning process – only people can do it.” Mawka and Salim, 2007, p. 71

3. Emerging Technologies Watch List • User-created content and personal web • Social networking • Mobile phones • Virtual worlds • Geo everything http://net.educause.edu/ir/library/pdf/CSD5612.pdf

4. What should I consider before using technology?

5. Considerations When Using Technology • Good teaching practice • Skills • Constant evaluation of value Time Quality Cost

6. Designing Backwards

7. Stages in the Backward Design Process Identify desired results Determine acceptable evidence Plan learning experiences and instruction (Wiggins & McTighe, 2005)

8. Goals and Objectives Activities The Balancing Act Bloom’s Taxonomy Course-specific goals & objectives Classroom assessment techniques Technology Cooperative learning Students Assessment Other experiences Tests Other measures Lectures Labs (Felder & Brent, 1999)

9. Seven Principles for Good Practice in Undergraduate Education • Encourages contact between student and faculty • Develops reciprocity and cooperation among students • Uses active learning techniques • Gives prompt feedback • Emphasizes time on task • Communicates high expectations • Respects diverse talents and ways of learning Chickering & Gamson, 1987

10. How can learning be enhanced using instructional technology?

11. Functional Categories

12. Functional Categories

13. PowerPoint Outline class session. Review lecture material. Summarize main points. Review for an exam. Presentation Zen Prezi

14. Camtasia/Jing Provide a video that helps students review difficult concepts. Post your lectures online. Explain a new process, Web page or program to the class. Example

15. Examples Adobe Connect and Adobe Presenter Centra Other applications Bridges the miles and oceans and makes interacting with experts anywhere in the world. Video Conferencing

16. Audio Recordings Online Audio Archives Creating Audio Audacity Podcasting Video Recordingsyoutube.com Creating videovideospin / iMovie Audio / Video

17. Video Conferencing Example

18. Functional Categories

19. Games for Drill and Practice Allow for student self-assessment. Provide interactive means for student to study course material. Can be relatively easy for faculty members to create using free software programs.

20. Game Creation Software Half-baked Software http://www.halfbakedsoftware.com/ Multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises examples Quia http://www.quia.com/servlets/quia.web.QuiaWebManager 16 different types of online activities, including flashcards, matching, concentration (memory), word search, battleship, challenge board, columns, cloze exercises, hangman, jumbled words, ordered list, patterns, picture perfect, pop-ups, rags to riches (a quiz-show style trivia game), and scavenger hunt

21. Simulations and Animations Models a concept or idea Useful when concepts are difficult Strive to excite students about learning

22. Simulation Example http://www.iupui.edu/~g107cwt/assets/flash/landslides/slides2.swf http://www.iupui.edu/~g115/mod10/lecture04.html

23. Reusable Learning Object A reusable learning object is a small digital component that can be selectively applied (alone or in combination with other materials) to meet individual needs for learning or performance support. Can be used in-class to enhance learning or as supplemental material students access online.

24. Reusable Learning Object Example http://www.dnai.org/b/index.html Techniques>transferring

25. Classroom Response Systems

26. Student Perspective Questions • Your daughter is in an abusive relationship. Which of the following do you say to her? • During how many days a week do you get 30 minutes of exercise? Corly Brooke,Human Development & Family Studies,Iowa State University

27. One-Best-Answer Questions Hamlet’s lines following the death of Ophelia suggest that: • Hamlet really loved Ophelia, and is so distraught to learn of her death that he proposes to eat a crocodile. • Hamlet thinks that Laertes’s grief is mere posturing, and mocks it by exaggeration. • Hamlet cares little for Ophelia, but is eager to enter into a rhetorical chest-thumping competition with her brother. Elizabeth Cullingford, English, University of Texas-Austin

28. Functional Categories

29. Discussion Forums

30. OAK / Blackboard

31. Why use discussion forums? • To share common concerns & questions, maybe anonymously • To motivate students to think about material before class • To move discussion outside of class, leaving more class time for other tasks • To make it easier for some students to express themselves—in writing • To build community, relationships, study groups • To give students a space to apply course material to their “real lives” • To allow students to share and comment on non-textual media

32. Blogs EXAMPLES

33. Microblogging(Twitter)

34. Twitter • Following, tweeting, and searching • Monica Rankin’s Twitter Experiment

35. Collaborative Tools Google Docs Zoho

36. Wikis An open, collaborative community website where anyone can contribute. Group space in which many individuals can be part of the construction of knowledge and/or presentation of information. The most popular wiki is Wikipedia. Effective as a way to get many students to contribute information about a particular subject. Wikis in Plain English http://rhettmcdaniel.wetpaint.com

37. Support http://its.vanderbilt.edu/support/servicedelivery