plan workshop 4.9.2015 keri e. mathis and laura tetreault
TRANSCRIPT
Technology for Effective Teaching
PLAN Workshop4.9.2015
Keri E. Mathis and Laura Tetreault
Opening Discussion
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Technology for in-class activities
Have students store all freewrites, exercises, and group activities in a Google Drive folder, shared with each other and the instructor (I count this as part of class participation)
Have students do research during class (for their own projects, for examples, etc.) and post their findings on a Blackboard discussion forum or other shared location (like a class blog)
Technology for in-class activities
Integrate media into the class such as YouTube videos, TED talks, memes, images, audio—as something to build class discussion around, or something to give students a task to find (makes a topic accessible and expands students’ parameters for what they consider research)
Technology for discussion Have students write discussion
responses on a Blackboard forum or blog, then integrate these into class by having them read postings during class and do activities surrounding them• Looking for common themes• Noting points of interest• Using discussion board posts as mini research
data Students better prepared for discussion
Technology for assessment Integrate online activities like discussion
board posting, blogging, or social media as part of the participation grade
Comment on student work using Word track changes, Google Drive comments, Blackboard, or some combination of these
Build both small and large scale digital assignments• Small scale: weekly blogging• Large scale: digital assignment like building a multi-
genre advocacy campaign
TPACKhttp://punya.educ.msu.edu/research/tpck/
3 Principles of Teaching w/ Technology
According to Cynthia Selfe, we should implement technology by considering …
People Instruction Technology
Pedagogy Learning-Centered Teaching
Backwards Design
Bloom’s (Digital) Taxonomy
Learning-Centered Teaching
INSTRUCTION-CENTERED LEARNING-CENTERED
Provide/deliver instruction
Transfer knowledge Offer courses and
programs Improve instruction Provide access for
diverse students
Produce learning Elicit students' discovery
and construction of knowledge
Create powerful learning environments
Improve the quality of learning
Achieve success for diverse students
Backwards Design“ Backward design begins with the end in mind: What enduring understandings do I
want my students to develop?”
Identify desired results (learning outcomes) • “ What should students know, understand, and be able to do? What is
worthy of understanding? What enduring understandings are desired?” Determine Acceptable Evidence
• “ How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency?”
Plan learning experiences and instruction. This includes: • definition of knowledge (know-that), skills and procedures (know-how)
students ought to master • definition of materials • definition of learning /teaching activities (scenarios).
Higher-Order Assignments Concept-in-90
• Have students create a video that explains an argument or a concept related to the course in 90 seconds
Re-mix Assignments• Have students revise a previous assignment
by turning into a digital text
Questions to Consider What are the outcomes you are hoping to
achieve? In what part of the process would utilizing
technology help you? How and why? What technologies are you prepared to
use? What technologies are your students prepared to use?
How much time and support do you have? How is it going? What do I need to do
differently?
Activity Using the sample
assignments/technologies in this presentation and on the handout provided, collaborate with a partner and choose one or two technologies that you are interested in exploring and explain why.
