DRAFT: This module has unpublished changes.
  • I have changed how we use “technology”

Technology use in my course was originally done with the purpose of introducing students to new forms of technology, as well as re-introducing old and often underutilized forms of technology, such as Microsoft Word applications.  From the beginning of the project, I quickly realized that assessing technology in the classroom forced me to reevaluate all aspects of my teaching, including how I prepare my syllabus, maintain time management, and understand student expectations/experiences with technology.  I have also come to appreciate that my job is not to just “introduce” technology but to develop an ongoing relationship with technology.  Students want and expect more than just a basic introduction. 

 

  • Study design created opportunity for collaboration

The faculty conversations/reflections lead to good interaction between departmental collegues regarding the use of technology and pedagogy.  This was the most important, yet unexpected, result of my participation in the study.  I became aware of how my colleagues use technology and how they handle difficult situations in the classroom. I will be utilizing some of my colleagues’ strategies and techniques in my marketing class.  In addition, I realized that we all have similar challenges for incorporating technology. 

 

  • In the process of creating a “technology plan”

As a result of the study, our department is in the process of creating a technology plan. A portion of the plan will summarize the completed technology assignments,  but more importantly, highlight and outline our future plans for incorporating technology into other courses in our curriculum.  The objective of the plan is to become more efficient with technology use in the classroom.  Specifically, we would like to create synergism between the technology assignments within each course.  As students matriculate into upper level courses, technology assignments would become more complex, building on software that was introduced in earlier courses. 

 

  • Student as “visual learner”

As stated earlier, this finding was rather surprising for two reasons.  One, throughout the study, students were not asked to discuss learning styles and two, I was surprised to find that college students identified themselves as one type of learner – visual.  This is a part of the study that requires additional research. 

 

  • Effectively incorporating technology into the classroom
    is not an easy task.
     

It requires considerable time and resources and the confidence to struggle with new material.  The data collected indicated that the benefits of incorporating technology can be great; technology assignments provide variety, allows students to learn in a creative way, and creates opportunities for interaction.  However, technology cannot be forced, rather it should be a means to help students learn course content, which remains the ultimate goal of teaching. 

 

My final thought


“Integrating technology not only makes classroom instruction easier, it can also make it more difficult.”   - Dr. Karen Jarrett Thoms

 

DRAFT: This module has unpublished changes.