Better Teaching with Technology

1. Better Teaching with Technology Dr. Lynnette G. Leonard Assistant Professor School of Communication

2. Why Teach with Technology? • Alleviate communication aggravations • Enliven the curriculum • Impart technological skills needed for living and working in the 21st century

3. Alleviate communication aggravations • Introduction Email Homework (10 points) • Students must send an email (specify time) • Requirements • Proper email address • Subject line: Student Name, Class, Assignment Name • Salutation • Answer the following three questions • Who are you? • What is one interesting thing about you? • What expectations do you have for the class? • Signature with complete information (Full Name, Email address)

4. Enliven Curriculum • Exploration of Identity • Assignments • Who does the internet think you are? • How is identity presented on Facebook? • What does an avatar communicate about identity? • Virtual Collaboration • Second Life Assignment (UNO/CMU/UMaine) • Non-profit Proposal • Virtual Event Planning • Collaborative Research

5. Technological Skill • As you are coping with communication aggravations and enlivening your curriculum, you are also teaching students skills they will need for the future. • It is not about training for a specific technology. • We are helping students become competent with technology in a professional capacity. • As students use technology to accomplish tasks, their perception of technological competence increases and they feel prepared to adapt to new technologies (Sherblom, Withers, Leonard, 2011)

6. Prepare students with an orientation session • Even a short reminder of what you expect can help • Do NOT assume that students know how to use the technology or how to use it in a professional manner • Ask students to prepare in advance • Read up on the technology, set up an account, do a trial run, etc. • Expectdifficulties; have backup plans Teaching with Technology Recommendations (Leonard, Withers, & Sherblom, 2010; Withers, Leonard, & Sherblom, 2010)

7. Have clear pedagogical reasons for using technology Share goals/learning objectives with students Teacher comfort level with technology is key for students’ comfort Students’ reactions to technology will vary Mix structured activities, open exploration Reframe challenges as opportunities Best Practices Teaching With Technology (Leonard, Withers, & Sherblom, 2010; Withers, Leonard, & Sherblom, 2010)

8. Questions?

9. Leonard, L. G., Withers, L. A., & Sherblom, J. C. (2010). The paradox of identity and computer-mediated communication: Promise, peril, and Second Life. In J. Park & E. Abels (Eds.), Interpersonal relations and social patterns in communication technology: Discourse norms, language structures and cultural variables. Hershey, PA: IGI Global. Sherblom, J. C., Withers, L. A., & Leonard, L. G. (2011). Sherblom, J. C., Withers, L. A., & Leonard, L. G.  (2011). Computer-mediated communication (CMC) competence: Arousal, confidence, skills, efficacy, media choice, satisfaction. Unpublished Manuscript. ---(2009). Communication influences and pragmatics of higher education in Second Life: Our experiences, reflections, and recommendations for teaching in Second Life. In J. Kingsley & C. Wankel (Eds.), Higher education in virtual worlds: Teaching and learning in Second Life. Bingley, UK: Emerald. Withers, L. A., Leonard, L. G., & Sherblom, J. C. (2010). Classrooms without walls: Teaching together in Second Life. In L. Shedletsky & J. A. Aitken (Eds.), Cases on online discussion and interaction: Experiences and outcomes. Hershey, PA: IGI Global. References