Technology in the Classroom: A View from the Trenchant Trenches

Technology in the Classroom: A View from the Trenchant Trenches – Am I in a Groove? Or just a Rut?

December 9, 2002 Technology in the Classroom Key Example: Color draws the eye, and directs the attention of the viewer. We want this in the classroom. So, today we show a new technology for including color in our lectures:

December 9, 2002 Technology in the Classroom This example alludes to one key principle: Just because it is new, does not mean it is better. Chalk has worked well for a long time. In some ways, it is still best at what it does.

December 9, 2002 Technology in the Classroom Why am I giving this talk today? It is dangerous to set oneself up as an expert. What credentials do I have in this area?

December 9, 2002 Goal of this Talk My goal is to talk about some of the principles of teaching. Second, I want to talk about and how technology might help us with these teaching principles.

December 9, 2002 Goal of this Talk My goal is to talk about some of the principles of teaching. Second, I want to talk about and how technology might help us with these teaching principles. Some, not all. Might, or might not.

December 9, 2002 Does Any of this Matter? Does any of this matter? That is, with the advent of distance education and online courses, who cares about technology in the classroom? According to John Lienhard, a similar crisis appeared to face academics after Gutenberg. With knowledge easily available through books, which had become cheap and plentiful (relatively speaking), it was thought that teachers and classes would no longer be needed.

December 9, 2002 Yes, I Think it Matters Does any of this matter? That is, with the advent of distance education and online courses, who cares about technology in the classroom? According to John Lienhard, a similar crisis appeared to face academics after Gutenberg. With knowledge easily available through books, which had become cheap and plentiful (relatively speaking), it was thought that teachers and classes would no longer be needed. As I look at the typical capability for self-education among our students, I would argue that we still have job security in the internet age.

December 9, 2002 Principles of Classroom Teaching OK, so what are these Principles of Classroom Teaching? 1)The student’s attention span is limited. 2)Students learn, in part, by imitating modeled behavior. 3)Students can only learn a limited amount in a limited time. 4)Developing useful classroom technology tools can take a lot of time. Some

December 9, 2002 The student’s attention span is limited. As a result teachers should try to attract and hold their attention, on the issues that matter. We can use Color! Be careful not to use it in ways that distract from your point.

December 9, 2002 The student’s attention span is limited. As a result teachers should try to attract and hold their attention, on the issues that matter. We can use Motion! Be careful not to use it in ways that distract from your point.

December 9, 2002 The student’s attention span is limited. As a result teachers should try to attract and hold their attention, on the issues that matter. We can use Humor! Like any other powerful tool, humor should be used carefully!

December 9, 2002 The student’s attention span is limited. As a result teachers should try to attract and hold their attention, on the issues that matter. We can use Significance! Students can sometimes be induced to pay attention to things that actually matter.

December 9, 2002 The student’s attention span is limited. As a result teachers should try to attract and hold their attention, on the issues that matter. We can use Sound and Music! Students sometimes pay more attention if you can work in music to make your point.

December 9, 2002 Students learn, in part, by imitating modeled behavior. As a result, teachers should try to show how to do things. In my classes, this means showing how to approach or attack a problem. This is one situation that, for me, means that I have to use an overhead projector for some things. Many technologies have their strengths. We should use them for their strengths. This guy is facing the wrong way!

December 9, 2002 Students can only learn a limited amount in a limited time. As a result, teachers should limit how much information is presented in class. Technology can tempt us to present too much too fast. This seems obvious, but can seem paradoxical. By attempting to eat less apple, I eat more apple.

December 9, 2002 Developing useful classroom technology tools can take a lot of time. This may be the most important thing to know. If you have tried this you know. There is a useful, scientific principle involved in planning how long something will take to develop. The steps are: 1)Make a guess about the longest period of time it could possibly take you to develop something. 2)Take that time, and multiply by . 3)That’s how long it will take.

December 9, 2002 Guidelines from the Trenches Here are some of my hints, that I learned by making mistakes. 1)Adopt new technologies carefully, thinking about whether it helps you teach. a)I adopted computer projectors too early, when they were too dim and hard to set up. b)If possible, own your own laptop. It saves a lot of time. c)Try to take control of display technology. Own it if you can. Get the keys if you can’t.

December 9, 2002 Guidelines from the Trenches Here are some of my hints, that I learned by making mistakes. 1)Adopt new technologies carefully, thinking about whether it helps you teach. 2)Try things, and test them out. a)If they don’t work, don’t use them, even if they are really neat. I seldom obey this rule, but I should. b)Mix technologies, using the things that work, where they work.

December 9, 2002 Guidelines from the Trenches Here are some of my hints, that I learned by making mistakes. 1)Adopt new technologies carefully, thinking about whether it helps you teach. 2)Try things, and test them out. 3)If possible, adopt the technology that your students use. a)It is better if you can see and hear, the exact things your students see and hear. b)This has been painful to me. For example: i.Mac vs PC. ii.HP calculators vs TI calculators.

Technology in the Classroom: A View from the Trenchant Trenches – Am I in a Groove? Or just a Rut? And the answer is: This is fun and groovy, so I’m in a groove. I’m locked into it, so it is clear I am in a rut. So, I am in a groovy rut.