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Posted: Thu Aug 22, 2013 1:36 pm Post subject: Best Practices for Using Technology in the Classroom
Best Practices for Using Technology in the Classroom
When using technology for teaching, there are four basic principles to be kept in mind:
Alignment: Technology should be used for a purpose—not for the sake of being flashy and not as a distraction from other forms of pedagogy. Carefully consider the ways in which video or other media that you share with your class are aligned with your learning objectives. Consider the technology that is most closely in alignment with your teaching skills and the needs of your students—if you don't like to teach with Power Point, consider giving students a handout outlining the main points of your lecture and listing major concepts to assist them in note-taking.
Accessibility: Be sure that the technology that you intend to use is accessible to your students. While computers are virtually ubiquitous, and students living on campus have ready access to computing labs and other technology on campus, do consider whether or not your students have access to technology that you want them to use. Also, consider your own access to technology: make sure that you are familiar with all of the technology that you use and that media technology in your classroom is functioning correctly before the class. Plan ahead. If you are going to show a film, for example, don't wait until you walk into class to find out if the player in your classroom supports your DVD's regional format, or you will find yourself scrambling to come up with a lesson plan that does not include the film. By checking the regional format in advance, you will be able to have a matching-format DVD player delivered to the classroom by Technology Services.
Assessment: As with lectures, discussions, and labs, provide your students with guidance when dealing with media technologies. If you are showing them a film, provide them with the learning objectives that you have for them in watching the film. Consider giving them a short assignment to be filled out as they are watching it, for example, to structure their interaction with the media and to assess their learning at the end of it. Likewise, if you are using Tweeting or Blogging as a means to generate discussion on course content online, be clear about how you will grade their online contributions—Do they receive points simply for participating or will they receive different amounts of points for different qualities of contributions? Is there a minimum or maximum amount of participation that you expect?
Reinforcement: Technology should be used as reinforcement of and supplement to your teaching, but it should not be a simple reiteration of exactly what you have done in another format. For example, PowerPoint presentations can be useful in structuring a lesson, but your slides should not match your lecture word-for-word, such that you are simply reading from the slides. Videos of dangerous or otherwise inaccessible procedures or experiences can be used to augment your lecture or description of them. _________________ philadelphia certified public accountant
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