DURING CLASS

Using technology in the classroom can enhance student learning by increasing the exposure that students get to material, as well as diversifying the formats of this exposure. Technology provides a teacher with more ways in which to present material and aid student learning (e.g. aural, visual, demonstrations, applications). David Brown (2000) states, "The computer assists professors in their delivery of the picture that is worth a thousand words, of sound accompanying text, of attention-grabbing animation." A PowerPoint presentation of a lecture's outline can help students see where the class is going and how to organize their notes. Videotaped demonstrations can be used when in-class demonstrations are not feasible, or when presenting the information to a large class that would have difficulty seeing an in-person presentation. Images or videos can be presented to reinforce lectures.

Technology can also be used in class to not only vary formats of presented information, but also to encourage active learning (page 11) and initiate interactive exchanges between students and between the professor and the class. For example, an image or video clip can be used as a discussion starter. Classroom response systems (CRS; also referred to as "clickers") can be used to initiate discussions: Present a thought-provoking question that corresponds with the day's lecture material and several possible responses. Ask students to use their clickers to select their response. Use this information as the platform to start discussion.

Clickers can also be used to implement in-class quizzes, take a poll of student opinions or understanding, and record attendance. Another way to use them is to take a break in the middle of class to gage student comprehension of the material covered so far. Ask a question that would require student understanding to correctly answer and have students respond using their clickers. In this way, teachers can gain immediate feedback on the current level of student comprehension of material and can shape the direction of the rest of the class accordingly. See Maximizing Multi-Media and Technology (p. 49) for more about clickers.

Instructors' use of technology varies, based on their expectations about student learning. If, for example, you give students a handout that allows them to fill in information from a PowerPoint lecture, you may find that students passively record the information and nothing more. The advantages of providing an outline need to be weighed against the disadvantage of inducing passivity. Many times, instructors find that the balance will favor use of the outline, but that may not always be the case. However you use technology in the classroom, ensure that students understand how they'll be graded for their responses.

OUTSIDE OF CLASS

There are several ways to use technology outside of class to help you achieve course goals. One way to expand on information discussed in class is the use of Blackboard discussion groups. Teachers can use these groups to disseminate class information or to establish an arena in which students interact with one another about various topics or class activities. See the box at left for ways to facilitate online discussions.

Another way to deepen and assess student learning outside of class is to use online quizzes. These can be created on Black-board, and questions could address in-class material or outside reading assignments. Making the completion of online quizzes worth points in the class will likely increase class participation, and requiring completion of online quizzes over reading assignments before class will increase the number of students who do the readings prior to class. Moreover, online quizzes can be set up in such a way that students can take them multiple times, thus gaining practice working with material and increasing understanding.

For information on how to create online discussions and quizzes, contact Instructional Development and Support (785-864-2600).