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Mallory Phillips Nick Haddad Haley Hatch Hannah Gauthier.

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Presentation on theme: "Mallory Phillips Nick Haddad Haley Hatch Hannah Gauthier."— Presentation transcript:

1 Mallory Phillips Nick Haddad Haley Hatch Hannah Gauthier

2 -The benefits and challenges of new technology in the teaching/learning experience -The use of CLICKERS in the classroom -Teacher/Student communication -office visits, email, cell phone communication -The use of BLACKBOARD -The use of ELLUMINATE LIVE (E-LIVE)

3 -Students do prefer clickers in the classroom -81% of students said they were more likely to answer a ? by clicker than verbally -Professors using clickers took an additional 3 hrs to plan their lectures -No studies have revealed a significant difference in retention or grades between classes that use clickers and classes that don’t -Less than 3% of students said they thought purchasing a clicker was not justified

4 -Research on the use of clickers -Research to date seems to suggest it is how the instructor makes use of the clickers, rather than the adaption of clickers themselves, that determines their effectiveness - Clickers were found to be much more effective in student participation when used in a large lecture setting

5 -How does technology benefit and enhance the communication between faculty and their students? -What challenges or issues arise with the use of technology to communicate? -How should faculty go about setting boundaries? -How does technology benefit and enhance the communication between faculty and their students? -What challenges or issues arise with the use of technology to communicate? -How should faculty go about setting boundaries?

6 Change in Contacts per week VisitsEmailPhone Calls Text Message Written Notes All Contacts Considerable Decline 30% 21%0%15%8%23%1% Some Decline 5-30% 24%0%25%0%24%8% No Change43%8%47%79%51%28% Some Increase 5-30% 10%25%10%6%2%44% Considerable Increase 30%+ 3%68%4%7%0%19% # Responses241240236221234239 (279 faculty members participated in Sept. 2009 Indiana University of Pennsylvania)

7 -Concerns: Pressure of availability Setting boundaries -Benefits: Students more satisfied with e-mail interaction Now primary form of communication Works well for time/place restrictions -Concerns: Pressure of availability Setting boundaries -Benefits: Students more satisfied with e-mail interaction Now primary form of communication Works well for time/place restrictions Response TimeTime in SyllabusTime not in SyllabusTotal 4 hrs or next day58%55%57% 6 hrs or next day12%15%14% 8 hrs or next day10%11%10% 24 hrs17%12%15% 48 hrs2%7%4% Over 48hrs1%0%1% #Responses153121274

8 BENEFITS -Relatively inexpensive -Easy to notify of rescheduled/cancelled classes, reminders of deadlines, alerts to check email, updates -Contacting off-site students (distance learning) CONCERNS -Distance/time restriction -Personal schedules and boundaries RESEARCH: (2009 U of Pennsylvania study, 279 faculty members) -52% of faculty do not share their cell phone number -only 10% listed a cell number on the syllabus

9 Concerns: Bandwidth usage Security Benefits: Podcasts Collaborate on research Low cost Transfer of files

10 OVER 70% of COLLEGES/UNIVERSITIES USE BB -How does using Blackboard benefit the teaching/learning experience? -Does Blackboard enhance learning? -Does the use of Blackboard impact grades, student participation? -What challenges arise with the use of Blackboard in the classroom? -What are the negative effects of using Blackboard?

11 Increased Availability: can access BB from internet anytime, anywhere w/internet access Quick Feedback: Instant grading, BB Gradebook, faculty can provide written feedback on BB. -Students like to know what their grades are as quickly as possible Improved Communication: announcements, discussion board, email/message. -Students can effectively communicate with the professor and with other students in the class Tracking: allows students to keep track of their progress/grades, helps students stay on schedule, keep up with deadlines Access to Course Materials: 2005 study at Bowdorn College found that 61% of students said BB was most beneficial for accessing course material (PowerPoint's, lecture material, assignments,etc) Increased Availability: can access BB from internet anytime, anywhere w/internet access Quick Feedback: Instant grading, BB Gradebook, faculty can provide written feedback on BB. -Students like to know what their grades are as quickly as possible Improved Communication: announcements, discussion board, email/message. -Students can effectively communicate with the professor and with other students in the class Tracking: allows students to keep track of their progress/grades, helps students stay on schedule, keep up with deadlines Access to Course Materials: 2005 study at Bowdorn College found that 61% of students said BB was most beneficial for accessing course material (PowerPoint's, lecture material, assignments,etc)

12 -Blackboard Limits Creativity: Instructors are confined to a very specific course format/layout -System Inefficiencies: Computer systems go down, have technical issues -Cannot become too reliant on BB -Cost of BB: $7 Billion in 2004 on Education Technology -costs effect students, student fees increase -maintenance of BB is the highest cost -costs will continue to rise as BB becomes bigger and bigger - Confusion: U of Wisconsin survey found that students get confused on BB, unsure how to use it, navigate it, turn assignments in on BB -Blackboard Limits Creativity: Instructors are confined to a very specific course format/layout -System Inefficiencies: Computer systems go down, have technical issues -Cannot become too reliant on BB -Cost of BB: $7 Billion in 2004 on Education Technology -costs effect students, student fees increase -maintenance of BB is the highest cost -costs will continue to rise as BB becomes bigger and bigger - Confusion: U of Wisconsin survey found that students get confused on BB, unsure how to use it, navigate it, turn assignments in on BB

13 Study: Intro Level Psychology Course 2 classes, 200 students in each One class used BB, other didn’t Same course content Same 50 multiple choice test Study Findings: Students in the class that did not use BB scored higher or all three tests and labs. Could be because the students with access to BB were less likely to attend the lectures, rather just view the lecture slides on BB Study: Intro Level Psychology Course 2 classes, 200 students in each One class used BB, other didn’t Same course content Same 50 multiple choice test Study Findings: Students in the class that did not use BB scored higher or all three tests and labs. Could be because the students with access to BB were less likely to attend the lectures, rather just view the lecture slides on BB

14 THE VIRTUAL CLASSROOM: Blending online and in-class course. Students “attend” class online ( or have choice of attending in- class) THE VIRTUAL CLASSROOM: Blending online and in-class course. Students “attend” class online ( or have choice of attending in- class)

15 - Facilitates real-time interaction in virtual environment -Simulates face-face communication -between teacher-student and student-student -Professors can hold virtual office hours -Makes course available to students who may not have access otherwise -Creates a more interactive relationship vs. strictly online -More courses can become available to more students -courses that require “in-class” time -”Bridges the distance gap, brings the class & teacher right into you living room” (Georgia State campus blog) - Facilitates real-time interaction in virtual environment -Simulates face-face communication -between teacher-student and student-student -Professors can hold virtual office hours -Makes course available to students who may not have access otherwise -Creates a more interactive relationship vs. strictly online -More courses can become available to more students -courses that require “in-class” time -”Bridges the distance gap, brings the class & teacher right into you living room” (Georgia State campus blog)

16 -Reduces fear of public-speaking: students are able to “speak-up in class” without being in front of anyone -With Direct Messaging, students are able to type in their questions/comments without interrupting class -”Students are able to learn in many ways through writing, reading, listening, viewing, and speaking” Vivan Beaty (Director of Instructional Technology Henry Ford College)

17 -2005 study in Australia: interviews with 10 Professors using E-live -Very few students used the option to speak in class (using the microphone). Often the same few students would speak each class period -Students were able to have “side-conversations” with Direct Messaging, which was distracting -Some Direct Messages (typed messages) would be missed, some questions do not get answered

18 STUDENT PERSONAL EXPERIENCE W/E-LIVE -So much attention paid to “technical issues” -More attention is given to those on E-LIVE vs. those in class -Only one microphone in the classroom: people on E-LIVE do not always get to hear the questions asked in class -Not all computers are the same, some computers cannot open certain files ABSENCES/ATTENDANCE -Even though the class in online, and available from any place, any time, room for absences should still be available. -UAA Athletes: When on road trips, time-difference, conflict of itinerary, access to internet, etc. -Students listening together, not always counted in attendance

19 -New technology can have both beneficial and negative impacts in the classroom setting -In many ways, technology enhances the communication and interaction between the teacher and the student and amongst the students in the class -It is dangerous to become too reliant on technology, for with all technology comes technical difficulties -The cost of new technology effects faculty and students -Regardless of differing opinions about the use of technology in the classroom, technology is here to stay.

20 -Make sure all students know how to use the forms of technology being used in the class -Provide instructional courses on how to use/navigate BlackBoard and E-Live for example -Make communication boundaries clear to the students -Make sure technology is properly integrated with course content. (Making sure the use of clickers, for example, fits into the structure of the course) -Make sure all students know how to use the forms of technology being used in the class -Provide instructional courses on how to use/navigate BlackBoard and E-Live for example -Make communication boundaries clear to the students -Make sure technology is properly integrated with course content. (Making sure the use of clickers, for example, fits into the structure of the course)


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