 | |
| Wrong Tool for the Job. Source: http://bit.ly/WZ38Zh |
As some of the class members noted in the online discussions, if we are not careful we can certainly choose the wrong tool for the job. We want technology to enhance teaching AND learning. We should not be using technology because it is available or because we want to appear "tech savvy".
There are times when traditional technology may be more effective. Many of you ask, so how do we know? Is there a formula for choosing? The short answer to this is you need to keep in mind your learning outcomes, develop a strategic teaching/learning plan based on these outcomes, and experiment with tools. The link below is to a blog called "Online Learning Insights" which gives some tips on how you can choose the right tool.
http://onlinelearninginsights.wordpress.com/2012/07/20/how-to-choose-the-best-ed-tech-tools-for-online-instruction/
Hi Dianne
ReplyDeleteI totally agree. Sometimes, in our haste, as educators, to become digital natives, we 'force' the technology to fit our teaching that in the end it is our students who will be at a disadvantage.
We must as educators determine the learning objectives for each topic first before we decide on what teaching strategy to utilize. Whether we go with handouts or plain traditional lecture or an interactive lecture or some form of technology, it would be because it meets/achieves the preset learning objectives and not the other way around.
Dear Dianne and Koshina
ReplyDeleteSeveral times I see experienced lecturers struggling with technology and using inappropriate technology. Some have no idea about the proper formatting of powerpoint presentations and their slides look like a jumbled up mess. I have seen instances where lecturers are explaining concepts with models that are incomplete and asking the students to imagine that certain things were there. As CUTL has taught me, always link teaching, activities and assessments to the learning outcomes and if a technology is not found to be necessary and sufficient for my learning outcomes, I don't use it.
Hi guys,
DeleteI can identify with Winston's post where senior lecturers would struggle with the use of power point presentations. I had thought of myself as having nicely done power point presentations for my lectures. However, after preparing the assignment for unit 1, I realised that my current power point presentations need to be re-done. Now I know that less is more especially when the 7x7 rule is followed. I think that using power point and other similar technology for the delivery of lectures should be taught to all members of staff to improve on our skills, I suppose that’s what CUTL is doing for us as lecturers.
I also agree with Koshina that regardless of the delivery method used, once the tool enhances our lectures and aids in achieving the specific learning outcomes then it should be used. Of course impressing our students with our skills in the use of technological tools, every now and then, can be handy, especially for the visual learners in our class, once these tools are appropriate.
I really appreciated the guidelines provided by the blog on “Online Learning Insights”, as it kept the focus sharply on the centrality of teaching and learning in decisions about the use of technologies. (This focus is in contrast to decisions based on attempts to be innovative, current etc.) I was thinking, however, that there should be another step in the Ed-Tech Strategy. Since the lecturer may be using a new technology, there should be a step for evaluation. We have stressed the importance of reflection in our course and although a lecturer has gone through the entire 5-step process before implementing a new technology and made what he/she may have thought was an informed decision, it is only when it is used that he/she would be able to evaluate whether it has achieved the objectives that he/she intended. So the lecturer may ask questions such as "how well did the students understand the use of the technology? Did it enhance the learning objectives or did its use distract from the focus of the lesson? How comfortable was I in using this technology? If I was not comfortable, what steps can I take to become more knowlegeable about its use?" Answers to these questions would inform whether or not the technology is used in the future or whether the approach to using it may have to be tweaked.
ReplyDeleteThe YouTube video "Death by powerpoint" does more for me than exhibit poor practices in the use of powerpoint, but it can be seen as depicting a lecturer struggling with the "mundane" application of words, without the ability to truly "engage" the learners. It is true that it is critical to consider the learning objectives as our "roadmap" for a course. This ensures a cohesiveness to everything that we do in our courses. It is my credence that once teachers have arrived at the 10 year mark in their teaching, and for some five (5) they may get used to the "status quo" and this permeates from lecture to lecture. Considering technological advancements may be one means of breaking the mundane, along with teachong methodologies that engage learners. It is however critical to note that "powerpoint" is not a teaching methodology.
ReplyDeleteErica Wattley
Hi
ReplyDeleteI agree with the view that we need to be careful that we do not use the wrong tool in the classroom. Too often lecturers rush into using technology in their teaching and this makes it more difficult for the students to understand. And, I have seen other lecturers wanting to appear "tech savvy" (as Dianne mentioned) but this interrupts their teaching style.
Jerome
It was noteworthy reading the article and then the comments. It was interesting to see one of the earlier comments mentioning the difficulty senior lecturers had with powerpoint. I think the use of this tool is more rule and exception today.
ReplyDeleteI think I do a reasonable job at choosing online tools but in the classroom setting I tend to favour videos so that the class can engage in conversation about the film.
With the idea of the flipped classroom I think I have to start looking for more interactive / website based tools instead of just blogs or text based sites to appeal to the different learning styles
I agree with your point Ravindra. I have seen first hand many senior lecturers not even knowing how to play a PPT presentation; which in most instances simply accompany the textbook (so they don't even create or make changes to the PPTs).
DeleteSimilar to you, while I still use PPTs, I also use more Videos and Group activities as tools.
Riann
It was clearly distinguished at the onset of the article that use of technological applications in an online educational environment and the use of Ed-tech tools. Emphasising that these are technological tools used in a face-to-face environment. In keeping with many of the previous comments I agree with the view that in order to achieve effective learning within the classroom the tools most very precisely fit with the learning outcomes.
ReplyDeleteI would take this opportunity and admit that previous to my encounter with this course I utilised very little forms of advanced technology within the classroom and when I did I failed at executing an effective strategy in ensure it appropriateness. This article shared what I consider a blueprint for the use of Ed-tech tools through five steps. I believe that the application of these steps can work as a safety net in the process of eliminating the common error made by many lecturers including myself of trying to mould the subject matter to fit the use of Ed-tech tools. As oppose to both efficiently and effectively assessing the variety of tools that propels the learning outcomes to motivates students, bring content to life, promote digital literacy and encourage collaboration.
Finally I think it is most important to remember that we should not assume that because most of our students may be digital natives that they can automatically effectively understand the use of Ed-tech tools thus time ought to be allotted for learning the tool and then using the tool to learn the course content.
Try to always remember ‘square pegs cannot fit into circular hole and as such inappropriate Ed-tech tools cannot advance learning’
Mekisha Richardson
Using technology to teach just because that's the common trend now is not always appropriate. I have see people misuse PowerPoint and having the whole new technology experience backfire on them. I use the computers a lot for my teaching and it is a very practical course. I have been told that I am "teacher centred" in my teaching and I am hoping to get my students more involved in deeper thinking. I am always on hand to "show" students that I sometimes don't allow them to dig deeper but the nature of my teaching is one where I try my best to teach them skills that they came to learn. I have seen where I can be flexible in using other types of teaching tools other that what I currently use and it will be beneficial for my students. I already have a plan how to introduce different teaching tools into my style of teaching.
ReplyDeleteSophia
Teaching to the students required not only the knowledge but also art to teach the students because if your learner is not understanding what you are teaching then useless, so different tools are used they may be latest education tools like multimedia or traditional tools like white board teaching but important things is that the tools should be used as per the subject content need like if you want to explain a complex process or mechanism then by the help of video or image it could be explained in good manner but if you want to explain any calculation like calculation a dose for child if adult dose is given then it is good to explain on white board instead of using Power point or you tube link. The point is the selection of educational tools depends on the contents and learning objective of the subject. Being a teacher before selecting the educational tools it should be identify, review, analyze and then implement
ReplyDeleteI agree with the comments made that Ed-tech tools should not be used simply because they are available and "trendy". There must be a careful planning and selection to ensure that the tools not only produce the desired learning objectives but also lead to more desirable/better outcomes had the traditional tools been used. This brings to the forefront issues such as cost effectiveness and cost benefit as many of the tools incur some king of cost whether it be in acquiring the new tools, or training staff to use them. So I would go a step further and say that in making our assessment of whether the tools match our learning objectives, we also want to assess whether enhanced learning will take place as a result of the incorporation of these Ed- techs into our courses.
ReplyDeleteVisha