Technology is only as good as the pedagogy behind it. I recommend that instructors start with a goal and then find technology that might help meet that goal, not the other way around. Pedagogy must come first, though it also helps to know what types of tools are available to help.
This is a brief list of tools I update yearly and recommend to faculty for helping solve problems related to teaching and learning. It is broken down into these areas:
After a session at the KU Teaching Summit last week, I spoke with a faculty member whose question I wasn’t able to get to during a discussion.
The session, Classrooms and the Future of Education, focused on how KU is working to create and renovate classrooms for active learning. Universities around the country are doing the same, putting in movable tables and chairs, and adding nontraditional furniture, whiteboards, monitors, and various digital accoutrements to make collaboration and hands-on learning easier, and learning environments more inviting.
The faculty member at my session said rooms alone would accomplish nothing unless instructors changed their approach to teaching. I agreed with him wholeheartedly. Effective pedagogy must come first, and many faculty members have created active learning environments in classrooms build solely for lecture. The redesigned classrooms are simply a means of providing flexibility in the environment and of allowing students to work together more easily.
Larry Cuban, a professor emeritus at Stanford, made much the same point about technology earlier this month.
Technology, Cuban said, is simply a tool, and its power to effect change is only as great as the person using it. Its ability to enhance thinking, engagement, learning or a host of other things depends largely on how it is used.
He drove that point home by explaining how technology companies have starting using “engagement” as a code word for student achievement. In pushing schools to buy new digital tools, companies rarely promise that technology alone will lead to improved learning. Rather, they say that digital devices and software will improve student engagement, as if engagement alone were a magic elixir.
Engagement matters, Cuban says, but it works alongside elements like classroom structure, student-instructor relationships, varied teaching techniques, and student grit. To those I’d add instructor and student preparedness; informed pedagogy; students’ willingness to learn about and engage with challenging ideas; and meaningful assignments, among other things.
“Anyone who says publicly that student engagement triggered by new hardware and software will produce higher achievement is selling snake oil,” Cuban writes, citing a litany of studies rejecting the idea that more technology leads to improved learning.
We need to help students learn to use technology to search for and analyze information; to solve problems, and to convey ideas. We need to provide more flexibility in the physical spaces of our classrooms to inspire collaboration and creativity.
None of those things matter, though, if instructors ignore the needs of their students, fail to engage them with challenging questions and course material, focus on information delivery rather than learning, and disregard the pedagogical lessons we have learned about a new generation of students.
Learning requires hard work from instructors and their students. Classrooms matter. Technology matters. But neither provides a magical solution.
Another take on classrooms
Edutopia recently published three articles that offer additional perspectives on remaking classrooms. All focus on K-12 education, but they offer valuable perspectives on the types of classrooms our future students will be used to using.
At Albemarle Public Schools in Virginia, students can sit at a table, on a couch or on the floor. They can stand if they prefer or even lie down. Teachers often furnish their classrooms with inexpensive furniture they buy from Goodwill or from college students moving out of town. Parents donate furniture, and some teachers have even used crowdfunding to raise money for furniture. (I’ve never seen those approaches used in higher ed, but I like the idea.)
Heather Wolpert-Gowran, a middle school teacher in California, writes about her switch to a new classroom, saying she moved everything except the tables and chairs. She plans to experiment with various types of seating, and she writes about her journey toward finding the right mix.
The classroom program allowed instructors to choose up to five online tutorials for students in a designated class to use during a semester. Students then signed up through Lynda.com and paid $10 a month, or about $35 for a semester.
It was an excellent, cost-effective way to help students gain technology skills. The cost was less than most textbooks, making it a useful tool for instructors in many fields.
Lynda offers nearly 4,000 training modules in everything from web development and design tools to photo, video, and audio creation. It began mostly as a site for technology training, and that training is still its mainstay. It has expanded its offerings over the last few years to include areas like business strategy, marketing, teacher training, and even grammar.
In a brief email announcement, the company said the classroom program would end on July 17 “in order to focus our efforts on building even better experiences for educators and students.”
That sort of vapid corporate-speak usually means that prices will increase.
I had planned on using Lynda’s classroom program for a class this fall. I emailed Lynda’s customer support on Wednesday in hopes of finding out more about the changes. A representative emailed me back on Thursday saying that the company had been inundated with similar requests and would get back as soon as possible.
I certainly don’t begrudge Lynda’s desire to revamp its approach. I just wish the company had done a better job of communicating the changes and, ideally, had provided more time for educators to find other options.
A third of students in a recent poll said that anxiety about finances led them to neglect schoolwork, Money reports. About the same percentage said they had cut back on their class load because of financial worries. … A growing number of students see textbook purchases as optional even when professors say the books are required, The Chronicle of Higher Education reports.
Doug Ward is the associate director of the Center for Teaching Excellence and an associate professor of journalism. You can follow him on Twitter @kuediting.
Educause, an orgranization that focuses on information technology in higher education, held its annual conference this week in Orlando, Fla. Most of the discussions were geared more toward IT than educators, but a few interesting nuggets caught my attention:
Blackboard announced a new cloud version of its learning management system and said that it had struck a deal with Lynda.com to provide easy access to Lynda’s online courses in Blackboard Learn, EducationDive reported.
Reporting on their use of predictive modeling, representatives of Sacramento State University said that students who enrolled in summer classes after the freshman year of college, took freshman seminars, and took a full load of classes during their freshman year were more likely to graduate than those who didn’t.
Helping students take control of class discussions
In an article in Hybrid Pedagogy, Chris Friend shares some techniques for letting class conversations evolve organically. He writes, “A class discussion where the teacher pre-determines the outcome is just a lecture in disguise, dressed up to feel student-centered while still being instructor-directed.”