September 2005

Innovations column by Susan Zvacek: Teaching efficiently with technology

The word “efficiency” may conjure images of industry or a return-on-investment, bottom line focus that can seem antithetical to the life of the mind. However, when we look at efficiency from an instructional point of view, there are several reasons to consider becoming more efficient and a variety of technological tools to help you get there.

One way to think about efficiency is as a way to save time on routine tasks, and here technology can make a significant difference. Some examples include using an e-mail list or online discussion forum to answer student questions only once (so that everyone benefits from the answer), or providing the syllabus or other materials online. Another way to become more efficient is to create teaching materials in re-usable formats, so that only occasional updates are necessary once the initial work is done. An example of this would be to use PowerPoint or similar presentation software instead of acetate transparencies. PowerPoint enables the instructor to make changes right up to the time class begins, unlike transparencies that must be totally re-created each time a change is desired.

Saving time can also be accomplished by delegating non-instructional teaching tasks. A simple division of labor (like in an industrial model) allows you to concentrate on teaching, instead of such tasks as establishing an authentication scheme for students to gain access to your online materials, or building mailing lists one student e-mail address at a time. Delegating tasks to a machine reduces the labor-intensity of these activities, and many can be done better by a computer than a human. For example, by setting up online quizzes based on assigned readings, students can determine their readiness for inclass discussions and are motivated to keep up with reading. The online testing feature is available wherever and whenever a student has Internet access, and it never gets tired of presenting questions and providing feedback.

Another task that can be delegated to technology is transmitting information. Books, graphs, computers, video clips, audio recordings, and numerous other delivery systems can store and present information when and where the student is ready to receive it, not only during class. This way, when students arrive at class they can be actively engaged in doing something with the content, rather than simply listening to it. As the instructor, you can then use your teaching skills to guide discussions, identify misconceptions, or offer other viewpoints, as just a few examples.

Research suggests that students who use technology-based instructional materials learn concepts more quickly, so even students become more efficient in these cases. (Why this occurs is not clear; evidence suggests that content organization and clear outcomes may be significant factors.) In any case, using technology can, over the long term, save time and enable instructors to use their time more productively.