[singlepic id=417 w=320 h=240 float=right]Ellissa Coburn
Equinox Staff
Blogs, electronic books, and screencasts, what do they all have in common? They are all technological advancements that students everywhere are using. Technology is changing every day. The way technology can be used in the classroom is changing as well. There are some teachers who don’t feel the need to use the latest technology; however there are teachers who do stay up-to-date and use the latest technology.
Center for Engagement, Learning, and Teaching is a resource for faculty here at Keene State College. CELT’s purpose is to work with faculty to teach them about technology so the faculty can present their curriculum in a way they may not have thought of otherwise. CELT provides one-on-one support.
For faculty who really want to incorporate technology into their curriculum, “it takes that one-on-one support and that relationship building to do it effectively, so it meets learning outcomes of their course,” Jenny Darrow, CELT’s director of academic technology said.
Darrow gives credit to Matt Ragan, Linda Farrin, and Judy Brophy for providing this support.
Mike Caulfield, who is an instructional designer for CELT, thinks that it’s not all about the technology that makes a teacher stand out.
“Teachers can use no technology and be the best instructor, and teachers who use a lot of technology don’t necessarily use it in a focused way,” Caulfield said.
Caulfield explains technology is most beneficial when used correctly.
“If you use technology in a really effective structure, it can really multiple your effectiveness,” Caulfield said.
The different advancements in technology all play a different role. E-Books are electronic books. People can use Kindles, iPads, or another e-book reader to read books electronically. Blogs are like personal online journals or diaries. Teachers can set up blogs with their class and have their students post to a blog. A screencast is a way for someone to view someone else’s screen and see what they’re doing. It can be used to walk someone through the steps of setting up an account online by just viewing the screencast. A study was done by e-book providers on students’ performances for students who were using e-books versus those who were using other books.
“Performance hasn’t improved in many cases. Also students’ satisfaction with e-books has been low,” Caulfield said.
One reason he thinks for this low satisfaction rate is because students can return books back and receive money for them. With e-books, students can’t return them and they are not being compensated, so money could be the issue. Zachary Koehler, a sophomore film major at KSC, admitted that at first he was not a fan of e-books, but he has since changed his mind.
“They [e-books] are more portable and eco-friendly. Also they are cheaper than other books about 90% of the time,” Koehler said.
Matt Ragan, the rich media specialist for CELT, was able to share a lot of information about screencasts. There are several teachers on campus who have met with Brophy and use a screencasting program called Jing. With it they are able to take a student’s piece of work and critique it.
“Someone takes the time to talk about your work it makes it more personal as opposed to just side notes on paper,” Ragan said.
With screencasts, a teacher can highlight a certain area of text and explain what they do or don’t like about it. As the teacher moves from sentence to sentence students from their own computer can watch exactly what their teacher is referring to. Screencasting is another way in which technology has increased and can get students more involved with their work.
Most students come into college already knowing about blogs. They may even have blogged. Teachers can now use this new technology that students are already familiar with and use it to their advantage.
“We know that when students write for an audience, something they’re going to present to peers, that they put more time into it, they reread it more carefully and they try to get in the head of the person reading it,” Caulfield said.
Ragan said while working with a faculty member, he was able to change her teaching style completely. As opposed to having her students submit journals every day, she had her students use blogs. Her students were then able to check one another’s work. As opposed to the journal being seen by the student who wrote it and the teacher, it is now being seen by the class. “Sense of audience changes some of the ways we think about what it is we are writing,” Ragan said.
Students and teachers are both benefitting from technology. However, like Caulfield already said, someone who doesn’t use technology can still be the best instructor.
“You can be an effective teacher with a piece of chalk,” Darrell Hucks said.
Hucks is an education professor at KSC.
He also raised a question to teachers: “How do we use the new technology as a tool, to enhance our teaching, and help us to raise our expectations of our students and ourselves?”
There could be many different answers to this question. All teachers are different and all students are different. Teachers need to know their students and with the assistance of the new technology, or not, be able to get their information across in the most effective way.
Ellissa Coburn can be contacted at ecoburn1@ksc.mailcruiser.com
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