I model what I teach

Talking or reading about using technology in the classroom – or even just demonstrating how it works – will make little impression on students unless instructors themselves use technology to teach. Therefore, I use in daily teaching technologies for class presentations, demonstrating concepts graphically, showing visual examples, keeping grades, preparing handouts, giving practice, and supporting group learning.

 

I emphasize cooperative skills

Learners typically are not fond of group work, but it is important that they learn to work well in cooperative groups as students and how I assign and facilitate group work. Cooperative learning presents unique planning and logistical issues, as well as unique learning opportunities. Here is how I plan for and implementing cooperative learning activities:

• I state clearly the goals and expectations of each group task, and provide them with a written or web-based copy.

• I make sure students know the value of the activity to see that doing it is worth their time and effort.

• Group size is 3-5 and the shorter the time available, the smaller the groups.

• Encourage interdependence among members by assigning only one task or product, giving only one set of materials to a group, and assigning “complementary and interconnected roles.”

 

I provide for hands-on practice

I provide the resources and learning activities required for hands-on experiences. Assignments also require learners to use terms and descriptions that will allow them to communicate effectively with other technology users.

 

I create scaffolds for learning

Because technology is so pervasive in our society, most students bring a good deal of background experiences to a technology course. Therefore, I have different expectations for students who have limited prior experience or are fearful and worried about their ability to use electronic technologies than for more experienced, self-confident learners.

Normally, I try to find out where each student is in developing an effective philosophy and approach to using technology, and help each one build or “scaffold” from wherever they are in their continuing evolution as technology-using teachers. I encourage them by trying to address all of their concerns—emotional and cognitive—and by setting high, but realistic, expectations for their achievement. I also use cooperative group work to aid this scaffolding process, as students share their knowledge and concerns and teach each other.

 

Teaching methods I use

 

I use the following teaching techniques and strategies to deliver the learning content in all courses:   

Active Learning:

By engaging students in activities, such as reading, writing, discussion, or problem solving that promotes analysis, synthesis, and evaluation of class content. Cooperative learning, problem-based learning, and the use of case methods and simulations are some approaches that promote active learning.

Cooperative Learning, Groups and Teams:

By having students involve in work together in groups to maximize their own and one another’s learning (Johnson, Johnson & Smith, 1991).  During cooperative learning activities students are exposed to perspectives that may be new or contrary to their own.  By working together students actively explore class concepts and material by talking, listening, reading, writing, and reflecting. 

Case-based Teaching and Problem-based Learning:

By having students develop skills in analytical thinking and reflective judgment by reading and discussing complex, real-life scenarios.

Discussion-Based Teaching and Handling Controversial Discussions in the Classroom:

By helping students to apply abstract ideas and think critically about what they learn. This activity intended to encourage students to talk, and handling common problems that arise during discussions.

Experiential Learning and hands-on Work:

By involving students in “learn by doing” and by reflecting on the experience. Experiential learning activities can include, but are not limited to, hands-on creating artifacts, applying ideas to real-life situations, and presenting performances.

Courses I teach:

The following are the major courses I teach at Arkansas Tech University:

 

Graduate Courses:

 

• EDMD 6313: Instructional Design and Product Development

• EDMD 6303: Survey of Instructional Media

• EDMD 6333: Instructional Multimedia

• EDMD 6133: Production of Instructional Materials

• EDMD-6163: Internet Resources

• EDMD 5033: Introduction to Instructional Technology

• EDFD 6003: Educational Research

• MAT 5703: Technology for Teaching and Learning

 

Undergraduate Course:
 

• EDMD 3013 Integrating Instructional Technology

• ECED-2001 ETECH: Introduction to Early Childhood Education (Fully online)

• ECED-2002 ETECH: Field-Based Experience Seminar in Early Childhood (Fully online

 

Technology Use

 

The goal of all courses I teach is how to integrate technology in daily teaching. The following are some selective technology tools and examples used by students in all classes:

 

Technology used in my class: