The Academics' Forum: Technology in the Classroom:
Reflections and Lessons Learned
Sylvia Roch
During the last 10 to 15 years, technology in the classroom has become the norm. When I started teaching, I would find, at most, an overhead projector in my classrooms. Today I routinely walk into a multimedia classroom that offers an array of technology at my disposal. Thus, I would like to devote this column to the role of technology in the classroom. However, in addition to providing my own experiences, I thought that it would be of interest to present the opinions of others interested in this topic. Thus, I searched through the SIOP conferences for individuals who have presented on this topic. Nancy Stone, PhD, professor of psychology at the Missouri University of Science and Technology, and Robert Brill, PhD, associate professor of psychology at Moravian College, were kind enough to answer my questions. I thank both of them for their insightful responses.
1. What kind of technology in the classroom do you believe enhances the students’ learning experience?
NJS: It is difficult to identify a particular technology, as any type of technology could enhance students’ learning if it betters the delivery of the material and truly makes the students think critically. A chalkboard or whiteboard is one type of technology, although not electronic, that can be an effective teaching technology if used appropriately. Faculty should explore what is available and find the technology or technologies that best fit their style of teaching and course content. It is often said that using electronic technology such as clickers helps connect with the students who are used to this electronic age and often expect to see it; however, I also know excellent teachers who never use anything more than a chalkboard and videos or DVDs.
RTB: In thinking about whether or not to use a technology there are usually three criteria I reflect upon. Does the technology:
1. Really enhance the learning experience (as opposed to replacing or obstructing it)? I minimally use PowerPoint slides because I think students benefit from actively thinking about the material in the synthesis-demanding context of note taking.
2. Make my work and/or the student’s work more efficient (as opposed to adding busy work)? I love Blackboard discussion threads but have evolved to doing fewer than I did initially, and I employ higher standards for those smaller amount of entries (as opposed to a check credit for any quality-level response to the numerous entries I previously assigned).
3. Help me to bridge a gap between my teaching style and their learning styles? Making relevant material available through podcasts, Web sites, or YouTube as optional supplements has prompted some surprising engagement from students I would not expect to make extra efforts to learn.
SGR: I use PowerPoint slides, clickers (devices that allow students to respond to multiple-choice questions in class and that give me almost instant access to their responses), and online forums such as Blackboard/WebCT in my classroom. I have learned through trial and error that there is an optimal amount of technology in the classroom. It is not the type of technology that is important but how it is used. I do believe that technology is useful in helping students organize material and in engaging students in the learning process.
2. What are the “dos” regarding this technology and/or technology in general. In other words, how should this technology be used?
NJS: Explore and find what works for you. I coordinated small educational sessions over the summer that our educational instructional technology (IT) people offered my faculty. The faculty were exposed to technologies available (e.g, wikis, Wimba, clickers) and could follow up with the educational IT people who could help them tailor the tool to their own specific needs.
Be sure to practice with and test the system in your assigned classroom. Technology constantly changes, and you never know what might be in that classroom without conducting a dry run. Still, have a backup plan. As I tell my students, technology is great when it works. Unfortunately, technology can and does fail (but not often). It is not good to be standing in front of your class unable to teach because the computer system is not working.
RTB: 1. Make sure the technology is playing a third-tier role in your course. It should support and never usurp, nor substitute for, the learning outcomes themselves (first tier) and the passion of your personal message and points of emphasis (second tier).
2. Be sure to work through the sometimes steep learning curve to be sure you have a comfort level and adequate mastery of the technology first, before implementing, while at the same time be open and even welcoming of student ideas for using the technology to enhance learning. Avoiding the former will invariably lead to embarrassment, whereas embracing the latter may lead to constructive collaboration.
3. A helpful exercise is to “grade” the technology. Think about the learning outcomes and grading criteria the technology is supposed to facilitate.
Even without a concrete sample of student work or learning effort, can you envision the technology adding value to that outcome or those standards?
SGR: I believe that technology should be used to enhance the learning process and help the students process the information more deeply. I find that using clickers in the classroom helps me gauge student comprehension of difficult topics and also helps the students gain a sense of whether they understand the material. Clickers can also be used to insert some humor in the class, which makes the learning process more fun for all. I believe that a mix of technology is useful but I try not to rely too heavily on technology in making my points. I also believe that interaction is important and that at times having the students work in small groups is more effective than using clickers to foster a sense of interaction. And, I also believe that I as the instructor can add to the classroom beyond the text, technology, and so forth.
3. What are the “don’ts” regarding this technology and/or technology in general. What should instructors avoid?
NJS: Don’t implement the technology without getting some feedback. I tend to start small whereby I survey my class as I slowly add different technologies. If you plan to develop a whole course, though, I suggest that you work closely with any educational IT individuals available, or technology-experienced faculty, and get their feedback. Also, students’ feedback is helpful, if possible.
Do not assume that you can just put your current presentations and information “online.” The presentation and pace will likely be affected. When I started using PowerPoint, I put too much information on the slides, and I went too quickly.
Don’t use the technology just because it is there and everyone else is using it. People often talk about the overuse and inappropriate use of PowerPoint. Make sure the technology is appropriate for your purposes.
Finally, do not just entertain. It is easy to get caught up with the bells and whistles. These types of lectures can be fun and exciting, but they also can lack a substantial amount of content
RTB: As a respondent in one of my pedagogical research studies succinctly put it, “The idea that technology inherently increases teaching effectiveness is incorrect.” We have to be wary of technology’s allure. Using technology because it seems like it will be “cool” is a mental red flag to proceed with caution and use the practical reflective steps outlined in question #1 above. A “technology for technology sake” approach is transparent to students and potentially harmful to their learning (busy work replaces substantive learning) and development (we model poor critical thinking and sloppy performance plans).
SGR: The technology should not dominate the classroom. For example, I have noticed that over time I have placed much less information on my PowerPoint slides. I believe that the worst case situation is one in which the students are so busy trying to write down everything on the PowerPoint slides that they do not have time to listen to the instructor or to process the information. I also believe that there is also an optimal use of clickers (one that I am still trying to find). Too many opportunities to use the clicker in class tend to elicit groans from the students. Yet, I find they do enjoy the break of using the clicker and seeing how their answers/opinions match those of their fellow classmates. Thus, instructors should find the optimal balance between technology and more traditional student/instructor interaction.
4. Any other words of advice?
NJS: Some universities offer technology fellowships whereby faculty can spend time learning the technology while applying it to their courses. Check to see if your university offers something similar. If they do not, you might encourage them to do so. This is an excellent type of faculty development. If nothing else, work with your educational IT people or other faculty who really know the technology and how the technology is best utilized.
RTB: For new instructors or new technologies, it is always wise to start small with implementing technology (one or two discussion board assignments, two outside of class Internet or podcast requirements) so as to pilot it. Build on success and refine based on failures. Take heed, there was a certain level of nobility and good intention among the Luddites!
SGR: I do believe that technology has the potential to enhance the learning process, but it is not a panacea for poor teaching skills. It should be used to enhance the instruction and not to replace the instructor. At the end of the day, it is the quality of the instruction and not the quality of the technology that determines whether students learn.
In conclusion, there appears to be a clear message in the responses (I wrote my responses before seeing the other responses). The clear message is that technology should not be used for sake of the technology but for the purpose of helping students learn. Thus, it is not the type of technology that makes a positive value-added impact but how the instructor uses it.