Technology and Teaching: How Technology Can Improve Classroom Instruction
- 1. Technology and Teaching: How Technology Can Improve Classroom Instruction Kevin M. Johnston Director, MSU TA Programs kmj@msu.edu
- 2. Teaching With Technolo2 Workshop Goals/Materials Today, we’ll be Covering some basics of pedagogical theory and teaching principles Working through examples of classroom presentation methods that inhibit rather than enhance learning Taking a look at slide examples
- 3. Teaching With Technolo3 Technology and Pedagogy “If Technology Is the “Answer,” What Is the Question?” Bates & Poole, xiii
- 4. Teaching With Technolo4 Get Out Your Pens! Complete this sentence : “As a teacher, I hope technology can help me …”
- 5. Teaching With Technolo5 The “Larger” Continuum of Technology-Based Learning (Are teachers disappearing?) Face-to-Face Classroom Face-To-Face + Distance teaching aids e-learning (mixed) education No E-Learning Fully E- Learning Bates & Poole (2003)
- 6. Teaching With Technolo6 Classroom Technology and Learning What do we mean by Learning Theory? Learning involves: 1) Acquiring knowledge of facts, principles, ideas, and concepts, events, relationships, rules and laws; and 2) Using or working on that knowledge to develop skills. (Olson & Bruner, 1974)
- 7. Teaching With Technolo7 Learner-Centered Teaching (Are we as teachers losing our “power!”) Includes the learner in decisions about curriculum, instruction, & assessment Acknowledges, respects and accommodates differences in background, abilities, styles, and experiences Treats learners as co-creators in the teaching and learning process. (Barr & Tagg, 1995)
- 8. Teaching With Technolo8 My Own Theories? Reinforce traditional teacher/student relationships Inhibit rather than enhance student learning Make teachers and students less effective communicators Even with all the new bells and whistles, classroom presentational technology can easily:
- 9. Teaching With Technolo9 Power Point (or, whatever…) General RULES: 1. Be Simple or simplify difficult material 2. Use it as a supplement, NOT the entire presentation 3. Focus on Learning, NOT Technology
- 10. Teaching With Technolo10 More Important Power Point TIPS BASIC RULES of USEAGE Humans see graphics first, then text Keep information in a logical flow 6 points or Less per slide/page Use large type Consistently – Minimum 24 point Employ Other Media/Board/Overheads if Possible
- 11. Teaching With Technolo11 Too Much Information?
- 12. Teaching With Technolo12 LGR – Global Benchmarking To leverage global lessons, XXXX has established a project career center that serves as the focal point for implementing common best practices at both its XXXXX plants and existing manufacturing facilities. Team Leaders with international manufacturing experience – both inside and outside XXXX – work with each program to implement common best systems in the areas of stamping, body, paint, general assembly, facilities, material, information technology, purchasing, finance, business case planning, people systems, and quality systems. Representatives from the XXX XXXX in all phases of the LGR Project. (See slide 46.)
- 13. Teaching With Technolo13 Have you ever thought… Wow! Look at all those pictures I can use! I can get the WHOLE equation up on the board! (And all at one time!) See how much MORE we can cover! (With Less! Or WAIT! MORE!)
- 19. Teaching With Technolo19 Consider a random sampling process in which all the outcomes solely depend on the chance, i.e., each outcome is equally likely to happen. If the collection of all possible outcomes is U and the collection of desired outcomes is A , the probability of the desired outcomes is: P(A) = number of A = n(A) number of U n(U) Since A is a subset of U (see Set Theory), 0 < n (A)< (U) , the probability of the desired outcomes is: 0 < P (A) < 1 Accordingly, the probability of an unwanted outcome Ā is: P(Ā) = n(Ā) = n(U)-n(A) = 1 - n(A) = 1 – P(A) n(U) n(U) n(U) Statistics/Probability Theory
- 20. Teaching With Technolo20 Historically, three equations were of fundamental interest and exhibit distinctive behaviour. These led to the clarification of three types of second- order linear differential equations of great interest. The Laplace equation 2 2 d u + d u = 0 2 2 dx dy applies to potential energy functions u=u(x,y) for a conservative force field in the plane. PDEs of this type are called elliptic. The Heat Equation 2 2 d u + d u = du 2 2 dt dx dy applies to the temperature distribution u(x,y) in the plane when heat is allowed to flow from warm areas to cool ones. PDEs of this type are parabolic. The Wave Equation (See Next Slide!) Partial Differential Equations (PDE’s)
- 21. Teaching With Technolo21 2 2 2 d u + d u = d u 2 2 2 dx dy dt …applies to the heights u(x,y) of vibrating membranes and other wave functions. PDEs of this type are called hyperbolic. The analyses of these three types of equations are quite distinct in character. Allowing non-constant coefficients, we see that the solution of a general second-order linear PDE may change character from point to point. These behaviours generalize to nonlinear PDEs as well. PDE’s continued …
- 22. Teaching With Technolo22 “There is more to life than increasing its speed.” Mohandes Gandhi
- 23. Teaching With Technolo23 The Linear(?) Learning “Syndromes” (How might technology contribute to these?) Content Coverage = Teaching SUCCESS! (The Hang-On-We’re-Gonna-Make-It! Syndrome) Avoid Going Back! Don’t Slow Down! (The You-Should-Have-Gotten-That-Earlier! Syndrome) Always build upon existing knowledge! (The What-Do-You-Mean-You-Don’t-Remember? Syndrome)
- 24. Never, Ever Retreat! Syndrome Two: You-Should-Have-Gotten-That-Earlier …The analyses of these three types of equations, elliptic, parabolic, and hyperbolic are quite distinct in character. Allowing non-constant coefficients, we see that the solution of a general second-order linear PDE may change character from point to point. These behaviours generalize to nonlinear PDEs as well. Modern approaches seek methods applicable to non-linear PDEs as well as linear ones. In this context existence and uniqueness results, and theorems concerning the regularity of solutions, are more difficult.
- 25. Teaching With Technolo25 To PowerPoint, or not to PowerPoint? What Works? What Doesn’t? Any Drawbacks? What Do Our Students Want? Do We Give It to Them?
- 26. Teaching With Technolo26 Teaching media provide us with other “voices.” D. E. Levy, 2003. University of Miami, Ohio.