Teaching with Technology

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Teaching with Technology

• Rhett McDaniel
• Educational Technologist
• Center for Teaching

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

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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

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What should I consider before using technology?
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Considerations When Using Technology

• Good teaching practice
• Skills
• Constant evaluation of value

Time
Quality
Cost
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Designing Backwards
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Stages in the Backward Design Process
Identify desired results
Determine acceptable evidence
Plan learning experiences and instruction
(Wiggins McTighe, 2005)
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The Balancing Act
Blooms Taxonomy
Course-specific goals objectives
Classroom assessment techniques
Technology
Cooperative learning
Students
Assessment
Other experiences
Tests
Other measures
Lectures
Labs
(Felder Brent, 1999)
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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
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How can learning be enhanced using instructional
technology?
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Functional Categories
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Functional Categories
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PowerPoint

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

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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
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Video Conferencing

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

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Audio / Video

• Audio Recordings Online Audio Archives
• Creating Audio Audacity
• Podcasting
• Video Recordings youtube.com
• Creating video videospin / iMovie

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Video Conferencing
Example
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Functional Categories
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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.

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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.QuiaWebManag
  er
• 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

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Simulations and Animations

• Models a concept or idea
• Useful when concepts are difficult
• Strive to excite students about learning

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Simulation Example
http//www.iupui.edu/g107cwt/assets/flash/landsli
des/slides2.swf
http//www.iupui.edu/g115/mod10/lecture04.html
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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.

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Reusable Learning Object Example
http//www.dnai.org/b/index.html Techniquesgttrans
ferring
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Classroom Response Systems
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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
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One-Best-Answer Questions

• Hamlets 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 Laertess 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
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Functional Categories
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Discussion Forums
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OAK / Blackboard
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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
  themselvesin 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

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Blogs
EXAMPLES
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Microblogging(Twitter)
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Twitter

• Following, tweeting, and searching
• Monica Rankins Twitter Experiment

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Collaborative Tools

• Google Docs
• Zoho

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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

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Support

• http//its.vanderbilt.edu/support/servicedelivery