Best Practices for Teaching with Emerging Technologies

Michelle Pacansky-Brock

• Éditeur: Routledge
• Année: 2017
• ISBN:
  9781317243595
• Édition: 2
• Sujet: Education
• Sous-sujet: Education Technology

As social media and Web 2.0 technologies continue to transform the learning trends and preferences of students, educators need to understand the applicability of these new tools in all types of learning environments. The second edition of Best Practices for Teaching with Emerging Technologies provides new and experienced instructors with practical examples of how low-cost and free technologies can be used to support student learning as well as best practices for integrating web-based tools into a course management system and managing student privacy in a Web 2.0 environment. "Showcase" spotlights throughout exemplify how the tools described in the book are already being used effectively in educational settings.

This thoroughly revised second edition includes:

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• a new chapter that explores how and why faculty are using the public web and open educational resources in place of a learning management system (LMS) and an expensive textbook

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• additional tips and showcases in every chapter that illustrate faculty use of particular technologies

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• the inclusion of new tools to replace technologies that no longer exist

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• a revamped website featuring expanded online resources.

This practical, easy-to-use guide will serve the needs of educators seeking to refresh or transform their instruction. Readers will be rewarded with an ample yet manageable collection of proven emerging technologies that can be leveraged for generating content, enhancing communications with and between students, and cultivating participatory, student-centered learning activities.

Chapter 1
Building a Solid Foundation

The first semester I integrated a social network into my online art appreciation class, I had a student come to me with an unexpected concern. That concern was an important moment for me, as it made me think more carefully about how my use of new technologies affected each student in different ways.

The semester was in its first few days, and most of the students had already joined our network and were enthusiastically sharing photographs on their personal page—ranging from family vacation photos taken at the Louvre to pictures of their families and pets. I excitedly lurked in the network and enjoyed reading the student-student dialogue that was prompted by the photographs: “Hey, I went there on a family vacation too. When were you there?” Or, “Your dog is adorable. He looks like a dog I used to have.” Or, my favorite, “I remember you! You were in my geography class last semester!” I think about these early personal communications in an online class as being the early whispers of community building—kind of like the chatter and pre-class conversation that occurs in a hallway or in a classroom before the instructor begins speaking.

However, the student who came to me with a concern wasn’t so keen on the idea of interacting with her peers in our social network. In fact, she sent me a thoughtful email explaining that she “isn’t a teen-ager” and doesn’t have any interest in being part of a class that resembles something like Myspace (this story took place pre-Facebook). That email changed my understanding of what it means to teach effectively with emerging technologies. It made me think more inclusively about who my students are and how their own experiences contribute to the way they learn. While my younger students generally jumped into the social network enthusiastically, my older students weren’t yet engaged in social networking and were suspicious and unsure about how it could correlate with a college class.

It was important for me to take this concern seriously. First, I was pleased that she felt comfortable enough to bring it to my attention and realized there were probably other students who might be compelled to drop a class rather than engage their instructor in a discussion about the learning environment. Second, I realized that her reluctance was an effect of me being ineffective in how I contextualized the technology into my class and introduced my expectations to my students. This chapter provides strategies that will help ameliorate student concerns like the one I’ve shared here.

Supporting Student Success

For a moment, shift your viewpoint and think about your class(es) from the perspective of your students. Most students register for classes to fulfill requirements and know very little about the actual class (expectations, requirements, etc.) until the class begins—that is, perhaps other than what they read on RateMyProfessors.com. Really, what happens when a student begins a class is she enters a learning environment. The first time she engages with that environment, she begins to understand what is expected of her, what the experience will be like, and what her role in the process will be. And, more than likely, she is simultaneously registered for several other “environments” that will each be distinct. It’s up to her to navigate these environments successfully, and this can be a tricky—even daunting—task.

Now imagine being that student and having each of those learning environments shift unexpectedly throughout their duration. Unexpected shifts in a class are like unexpected turbulence on an airplane. They are uncomfortable and stressful. Teaching with emerging technologies can be like flying with unexpected turbulence if they aren’t integrated into a learning environment effectively.

While today’s traditional college-age students are more comfortable with experimenting with new technologies than previous generations, they aren’t necessarily fluent in all tools, nor do they understand how to use them to be productive lifelong learners, which, I believe, is a skill that all college classes can contribute to developing. Moreover, college classes can consist of generationally diverse groups of students. You’ll have students, much like my apprehensive student, who become anxious at the prospect of taking a class that integrates technologies they’ve never used. The key to supporting the success of all your students is to start students off on a solid foot the moment a class begins. Implementing the strategies outlined in this chapter will ensure your students are clear, from the start, about why you are requiring them to use tools in your class, how the tools will enhance their experiences, and what is appropriate and inappropriate behavior and content.

As you integrate emerging technologies into your classes, strive to communicate the following items in your course syllabus and share them with your students on or before the first day of class:

List of Tools That Will Be Used and Your Reason(s) for Using Each

Upon entering a class, students should have an opportunity to preview the supplemental tools you plan to have them use. This does not imply that you cannot use a tool not shared on the list; it’s merely an effort to communicate your plans to students so they have a clear picture of the road ahead.

As noted earlier, sharing this information with students before the start of a class, even before they register for a class, is ideal, as it empowers students to be able to register for classes that meet their own learning styles and overall preferences. Today, we have many students who are enthusiastic about using mobile apps or social media in a class, but, at the same time, we also have multiple generations of students on college campuses now, students with disabilities that may be challenged by using particular tools, and others that may be supported more effectively in a rich-media environment. Considering the student experience is an essential part of teaching effectively with emerging technologies.

With that said, students also want to understand why you are using the technologies. This is important to share for two reasons. First, because it illuminates the connection between learning (the student’s goal) and technology. Sadly, only about half of college students feel that their professors use technology effectively.¹ So don’t expect your students to feel excited about using a new tool or two until you can lucidly demonstrate why it’s relevant to their success. Second, hearing your explanation may turn a reluctant baby boomer with little to no technology skills into a curious learner who is ready to try something new. Moreover, this can be an empowering experience for both the student and the instructor.

Here is a sample I’ve written:

In this class, you will create your own blog using WordPress, a free blogging platform. Alternatively, if you would prefer to use a different blogging tool, just let me know. A blog is a website that is similar to an online journal. You will regularly add new entries or “posts” to your blog that will reflect on your learning in this class.

Creating your own blog will provide you with your very own website to examine, analyze, and discuss the content you will engage with in this class. You will find that blogging is quite different from writing a paper and submitting it to your professor for a grade. Your blog will be shared with your peers and the rest of the world, placing your unique ideas and perspectives in a collective, living, and global dialogue about our topics.

Your blog will extend you the opportunity to connect with people around the world who are engaging with similar topics, to receive comments from these individuals, and to inspire ideas for other bloggers. At the end of our class, you will have a living product that will remain active beyond the end of this term.

List of Required Supplemental Equipment

What equipment do students need to possess (or have access to) for your class? Most colleges and universities have basic technology requirements that are communicated to online students prior to registration (computer, browser, high-speed Internet connection). If you are teaching a face-to-face or hybrid class with emerging technologies, it’s critical to establish a similar toolkit—this may be something already established and shared on your campus, or it may be up to you to get this conversation initiated.

In addition to the tools and equipment needed to access your class, however, you must also clearly communicate the equipment students will need to contribute to your class. In your list, it may be more appropriate to encourage students to “have access” to the tools rather than require them to be purchased.

Supplemental equipment for learning may include the following:

• webcam * (for participating in a video web conference or recording video presentations)
• microphone * (for having online voice conversations during office hours, recording an audio presentation, leaving a voice comment in a discussion, interviewing an artist in Mexico, recording a variety of opinions about a current event)
• smartphone or other device that can take digital pictures (to document a field trip, identify a biological specimen, share examples of local architecture that demonstrate influence from ancient civilizations)

Access Expectations and Resources

Campus Access

Is the equipment available for student use on campus? You may need to do some research in this area. Visit your campus computer labs or reach out and contact the appropriate campus representatives. If the answer is “no,” it’s important for you to share the need for these resources with your colleagues involved with planning efforts. Today’s typical college or university provides students with access to Wi-Fi and computers, but some provide private audio- and video-recording stations, as well as mobile lounges in which students can check out mobile tablets for completing course assignments. Also, keep in mind that some campuses still block the use of some social media sites in computer labs. If you are having your students interact in a Facebook group, view or share videos on YouTube, or engage in a chat on Twitter, then you should identify if your students have access to these sites from computer labs on campus.

Discounts or Special Pricing

Are the tools you are encouraging your students to use available in your campus bookstore or through an online partner at a discounted rate? For example, the Foundation for California Community Colleges has developed “College Buys,” an online portal that provides discounts on software and hardware to students, faculty, and campuses. If you are aware of resources like this, be sure to share them with your students (and your peers!)

Necessary Software

Will your students need to download and install or use any applications to complete class assignments and projects? Providing this information to students ahead of time will allow them to make alternative access plans. Also, it’s a good idea to encourage students to upgrade to the most recent version of the applications on your list (including web browsers). Include a direct link to the website(s) when possible.

Supplemental Mobile Apps

Chances are most of the students in your classes have a smartphone. According to the Pew Research Center, 92% of Americans age 18–34 own a smartphone.² Compiling a list of mobile apps that students could use to support their learning in your class is a great idea. Keep your eyes peeled for the “mobile” icon throughout this book to identify emerging technologies that may be used with mobile devices, but also take some time to peruse the apps available that align with your own discipline. You may be surprised at the great resources you discover!

Examples

You will have many students who ar...

Table des matières

• Cover
• Title
• Copyright
• Dedication
• Contents
• Introduction: The Flipped Classroom
• 1 Building a Solid Foundation
• 2 Toward Participatory Pedagogy
• 3 Essentials Toolkit
• 4 Tools for Communication and Content Creation—Beyond Text!
• 5 Tools for Participatory Learning
• 6 Unlocking Learning
• 7 Online Resources
• Index