It’s a common question: “How do I teach my students to use a technology that I don’t fully understand myself?” Or, more common still: “I use that technology all the time, but I just don’t feel comfortable teaching it.” So here are some of the issues that arise with teaching technology, and some tips for addressing them.
Online technologies allow for asynchronous, delocalized collaboration. This not only means your students can avoid those awkward group meetings where one person never shows up, but it also means that you can have direct evidence of which students are contributing the group’s efforts.
Sometimes, it’s good to be able to refer back on a previous discussion – this can not only help your students better reflect on what they’ve learned, but it can also help you use specific examples as you write teaching statements for future employment.
The technology in the STV 250 classroom offers unique opportunities for students to write records of their discussions. Plus, when discussions are shared online, students can continue the discussion beyond the classroom. Here are some techniques and technologies I use to engage my students during class time.
It’s a fact: paper usage damages the environment. It’s also expensive. In this blog post, we look at how to choose between paper and digital mediums for your classroom projects, and also some ways to reduce your costs for when you do need to use paper.
GoogleDocs provide the ability to easily edit your documents anywhere, from any computer. Better still, multiple people can edit the same document at the same time. This makes collaboration easy and natural. I can write a paragraph, you can write a paragraph, someone else can leave a comment asking for clarification – and there’s no need to leave the dorm room. This is ideal for students working on group projects, and it can be further developed for classroom discussions and assignment submissions. Be sure to read on to see two helpful videos on using GoogleDocs. Continue reading