Integrating Technology into Teaching

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Integrating Technology into Teaching

• Introduction

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Why Go Digital?

• If you do what you always did, you will get what
  you always got.
• are you satisfied with what you get now?
• things are changing in our classes
• class sizes
• student characteristics
• time constraints

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Does technology improve student learning?

• No
• But some things do
• good teaching
• communication
• student participation in learning
• And technology can facilitate these

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And technology can facilitate these

• good teaching
• Flashlight study and self-reflection
• better structure and organization (Wilmoth
  Wybraniec 1998)
• increased comprehension
• instructor self-assessment (Edwards, Cordray
  Dorbolo 2000)

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And technology can facilitate these

• communication
• spend less time facing the blackboard (Wolmoth
  Wybraniec 1998)
• those who would be silent in class (Manning 1996)
• more human contact online than in class (Polin
  1999)

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And technology can facilitate these?

• student participation in learning
• increase in student interest (Wolmoth Wybraniec
  1998)
• motivating self-regulating study behavior
  (Brothen 1996)

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Conclusions from the literature

• Do not use technology just for the sake of using
  it
• Define your objectives
• plan your goals for each class session
• choose technologies that meets the following
  litmus test1
• the teaching-learning task is essential to the
  course
• the task could not be performed as wellif at
  allfor the students without the technology.
• Caveats
• time
• rewards

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Lets begin by separating tasks and environments

• In class
• instructor tasks
• student tasks
• Out of class
• student tasks
• assignments, study, preparation
• instructor tasks
• course management activities

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In-class Activities

• Instructor deliver information and promote
  understanding (Von Nostrand 1993)
• the peacock
• not meant to be pejorative
• describes the lecturer
• midwife
• builds rapport emphasizes interdependent and
  connection rather than competition
• encourages dialogue, diversity and active
  participation
• evokes rather than orates
• is learner-centered focuses on process as much
  as content

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In-Class Activities

• Students take notes
• from board to paper, no stop in between
• process information in context (Cohn, Cohn,
  Bradley 1995)

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Lets start with one-way delivery

• Advantages to student and instructor?
• Limitations for student and instructor
• Methods of one-way delivery
• chalk-and-talk
• overheads
• Powerpoint slides

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Lets start with one-way delivery

• What are the objectives of one-way delivery?
• Can slide presentations help? (Wilmoth
  Wybraniec 1998)
• provides structure to lectures
• can improve instructor delivery of information
• can enhance student comprehension
• heighten student interest
• But
• there can be too many slides
• slides can be poorly done
• presentation can still be poor
• there is a time investment

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One-way delivery with slides

• Slides with handouts (Cohn, Cohn Bradley 1995)
• note-taking improves
• involves processing information

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Preparing a Slide Presentation

• Plan lecture
• Obtain/create images and text
• Organize content
• Construct PowerPoint Slides
• Plan and Organize slide presentation
• Prepare handouts

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Basic Structure of a Lesson Plan
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PowerPoint Presentations

• Before we begin with PowerPoint
• Different needs in class
• Use me as individual resource
• Overview first
• Each of you prepares your presentation in
  Powerpoint
• We will do WebCT after we talk about other
  teaching methods

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Obtaining images and text

• Zipping filesa useful tool for all our tasks
• Obtaining images and text
• capturing on-screen images
• scanning documents
• images
• text
• Construct PowerPoint Slides
• Plan and Organize slide presentation
• Prepare handouts for students