Teaching Well Using Technology

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Slides from Shaun Longstreet's presentation for the Teaching Learning and Technology Center at UC Irvine.

Text of Teaching Well Using Technology

  • 1. TEACHING WELL USING TECHNOLOGY Keeping Instruction in Instructional Technology Friday, February 8, 2008 1
  • 2. Agenda for today Introduction exercise The Google generation & best practices. Guiding principles for thinking about using (and not using) technology for a course. Thinking about time and space. Examples of using technology and pedagogy. Friday, February 8, 2008 2
  • 3. Readings Packet 7 Principles for Good Practice Framework for Selecting & Using Technology Introduction to Teaching online Teaching College Courses ONline Instructional Design Tips for Online learning Soldiers as Distance Learners Friday, February 8, 2008 3
  • 4. Exercise Part I: Think of a class that you are teaching or would like to teach. Think of a learning objective for that class. By the end of the semester, I would like student in my class to be able to ... Friday, February 8, 2008 4
  • 5. The Google Generation Friday, February 8, 2008 5
  • 6. Characteristics of the Google Generation 89% use e-mail 64% send instant messages regularly 60% prefer IM over voice communication 93 % have a Facebook and/or MySpace page Friday, February 8, 2008 6
  • 7. Characteristics of the Google Generation 67% receive news from on-line sources 74 % watch and/or produce videos on-line 56% have a portable mp3 device 52 % read and/or have on-line blogs Friday, February 8, 2008 7
  • 8. Characteristics of the Google Generation With Facebook comes: benecial narcissism - the prole YouTube and Blogs leads to the Prosumer 43 % play on-line games There are 4 gamers for every golfer in America exible identities Friday, February 8, 2008 8
  • 9. Characteristics of the Google Generation 57% search for info on colleges on-line 72% search for information rst on-line 100 times more likely to check Wikipedia rather than a book Friday, February 8, 2008 9
  • 10. Characteristics of the Google Generation Used to brief, rapid bursts of information Respond well to/require frequent armation Highly visual, experiential learners Strong sense of entitlement Friday, February 8, 2008 10
  • 11. PART 1: BEST PRACTICES Friday, February 8, 2008 11
  • 12. Chickering & Gamsons Seven Principles for Good Practice in Undergraduate Education 1. Encourages student-faculty contact 2. Fosters cooperation among students 3. Promotes active learning 4. Provides prompt feedback 5. Emphasizes time on task 6. Communicates high expectations 7. Respects diverse learning styles Friday, February 8, 2008 12
  • 13. Three guiding principles for effective and efficient use of technology as a pedagogical tool. It should not duplicate work for the instructor or students. It must be relevant for achieving course goals. Using technology will achieve a course goal better or is the only means to achieve a course goal. Friday, February 8, 2008 13
  • 14. Questions? Friday, February 8, 2008 14
  • 15. Exercise Part II: Can you see any bottlenecks for achieving one of your course objectives? Can you identify potential problems for attaining your course objectives? Friday, February 8, 2008 15
  • 16. Times and Spaces Ask yourself when and where learning occurs during your course? When and where does a student in your course process the information or activities she/he has just learned? When and where does a student in your course receive assessment and feedback on their learning progress? When and where do you and the student interact? Friday, February 8, 2008 16
  • 17. Modes of Teaching Student alone Teacher alone In class time time time Students receive rst Processing new Traditional exposure to new Grading / information / information / lecture mode Writing feedback instructions activities Friday, February 8, 2008 17
  • 18. Modes of Teaching Student alone Teacher alone In class time time time Students receive rst Processing new Traditional exposure to new Grading / information / information / lecture mode Writing feedback instructions activities Interactive Process and First mode feedback exposure Friday, February 8, 2008 18
  • 19. Effective and Efficient Use class time when students need you, the expert/mentor, most: When they have questions abo