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Using Technology in Teaching

Yale University Press

Contents

Acknowledgments............................................................................ixIntroduction...............................................................................xiChapter One: Communicating with Students..................................................1SCENARIO 1 Sending Information to Students Between Classes.................................2SCENARIO 2 Making Last-Minute Changes and Canceling Class Meetings.........................2SCENARIO 3 Leveraging the Value of Good Questions (and Answers)............................8SCENARIO 4 Students Contacting You Between Classes.........................................13SCENARIO 5 Students Submitting Work........................................................19Chapter Two: Distributing Course Materials to Students....................................25SCENARIO 1 Handing Out Your Syllabus.......................................................26SCENARIO 2 Adding Readings at the Last Minute..............................................39SCENARIO 3 Providing Access to Supplementary Material......................................41SCENARIO 4 Making Up Canceled Classes......................................................47SCENARIO 5 Distributing Graphics, Videos, and Audio Materials..............................50Chapter Three: Promoting Collaborative Learning...........................................54SCENARIO 1 Fostering and Extending In-Class Collaboration..................................55SCENARIO 2 Facilitating Work on Group Projects Outside of Class............................67SCENARIO 3 Building Networks of Collaboration for Learning from Peers......................70SCENARIO 4 Fostering Peer Feedback.........................................................74SCENARIO 5 Assessing and Managing Team Performance.........................................75Chapter Four: Helping Students Learn Through Experience...................................77SCENARIO 1 Experiencing Visual Environments................................................80SCENARIO 2 Experiencing Strategy...........................................................86SCENARIO 3 Experiencing Calculations.......................................................93SCENARIO 4 Experiencing Technology.........................................................97SCENARIO 5 Interacting with Experts and Practitioners......................................98Chapter Five: Clarifying Linkages Within Your Course......................................102SCENARIO 1 Linking the Mission Statement and Objectives....................................103SCENARIO 2 Linking Activities and Assessments to Objectives................................106SCENARIO 3 Linking Activities to One Another...............................................118SCENARIO 4 Linking Activities and Objectives to the Real World.............................121SCENARIO 5 Linking Activities and Objectives to Policies and Resources.....................124Chapter Six: Improving Student Writing....................................................129SCENARIO 1 Increasing Writing Opportunities................................................130SCENARIO 2 Evaluating Writing Assignments..................................................144SCENARIO 3 Collecting and Returning Writing Assignments....................................151SCENARIO 4 Identifying Plagiarism..........................................................151Chapter Seven: Developing Student Research Skills.........................................155SCENARIO 1 "I Can't Find Any/Enough Information"...........................................156SCENARIO 2 Poor Source Review..............................................................160SCENARIO 3 Encouraging Higher-Order Thinking...............................................166SCENARIO 4 Reviewing Progress..............................................................170SCENARIO 5 Helping Students Avoid Plagiarism...............................................173Chapter Eight: Using Assessment and Feedback to Improve Learning..........................176SCENARIO 1 Identifying Points of Student Confusion.........................................177SCENARIO 2 Teaching Students to Self- and Peer-Assess......................................180SCENARIO 3 Improving Student Presentations.................................................185SCENARIO 4 Assessing and Managing Team Performance.........................................188SCENARIO 5 Collecting Student Feedback on Course Activities................................188Chapter Nine: Gathering Course Learning Materials.........................................193SCENARIO 1 Identifying and Organizing Supplemental Resources...............................194SCENARIO 2 Student Access to Specific Resources............................................201SCENARIO 3 Practice Tests and Quizzes......................................................204SCENARIO 4 Supporting Learner-Centered Learning............................................208Appendix...................................................................................213Glossary...................................................................................217Notes......................................................................................225Index......................................................................................227

Chapter One

SCENARIO 1: Sending Information to Students Between Classes

You are watching television on a Friday night when a preview comes on for a program, airing on Sunday, that relates to topics you will discuss in class Monday morning. You would like your students to know about it so they may watch it.

SCENARIO 2: Making Last-Minute Changes and Canceling Class Meetings

It's 8 A.M. and you feel a stomach flu coming on (or your car won't start, or something else has come up). You feel certain you will not be able to make your 10 A.M. class and would like to let your students know-particularly those traveling to school just to take your class. You would also like to give them some projects to work on so that the day is not lost entirely.

SCENARIO 3: Leveraging the Value of Good Questions (and Answers)

A student comes to your office for clarification on an assignment, and you realize that the entire class would benefit from that discussion. You would like to make the student's questions and your answers available to everyone in the class.

SCENARIO 4: Students Contacting You Between Classes

You have a big exam coming up in your class. You expect several last-minute questions as your students prepare for the exam. Unfortunately, you must be at a conference the two days before the exam and will miss office hours both days.

SCENARIO 5: Students Submitting Work

One of your assignments is due at 5 P.M. Friday. You will not be in your office until Saturday morning, when you will pick up the assignments to grade over the weekend.

SCENARIO 1: Sending Information to Students Between Classes and SCENARIO 2: Making Last-Minute Changes and Canceling Class Meetings

Because the traditional and the technology solutions to these two scenarios are the same, we deal with them together.

TRADITIONAL SOLUTIONS

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