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Make Room for the Computer Cart?

Make Room for the Computer Cart?. Incorporating Teaching Technology in a Non-equipped Classroom. Theresa Pesavento (LSS) & Jonathan Klein and David Macasaet (LSS Media Services team). Introduction. Fall recap Why discuss non-equipped classrooms? Accessibility. Brainstorming.

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Make Room for the Computer Cart?

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  1. Make Room for the Computer Cart? • Incorporating Teaching Technology in a Non-equipped Classroom Theresa Pesavento (LSS) & Jonathan Klein and David Macasaet (LSS Media Services team)

  2. Introduction • Fall recap • Why discuss non-equipped classrooms? • Accessibility

  3. Brainstorming • How do we define “technology”? • How do we define “classroom”?

  4. Pedagogy(or, “to consider”) • Keep calm & carry on • Lesson and learning goals • Instructor-student relationship and student-student relationship • “Information ecology” • Ergonomics and space

  5. Pedagogy(or, “to consider”) • Focus of class • Adaptiveness • Impact of plan • Students’ attraction to tech • Digital literacies • Technology necessary?

  6. Pedagogy(or, “to consider”) • Respond to essential elements of teaching v. add-on • Authentic learning v. gadget • Instructional need v. personal comfort • Imparting knowledge v. biding time • Assessment v. extra work

  7. Pedagogy(or, “to consider”) • What are your goals? • How proactive can you be? • How much time do you have? • How often during the semester/class period will you need to adapt? • Will you want to recreate this course/materials?

  8. No technology?

  9. Bring it in Assign it out Take them to Need technology?

  10. Bring technology into the classroom

  11. Overhead projector + blackboard 2nd floor Van Hise Meets every day 25 students Scenario: Intro language class

  12. Student equipment + CS or Google Apps Checked-out equipment + lab time Media/images + projector Blackboard + note cards Goal: Collaborative brainstorming and creation

  13. Multimedia creation: mobile iPad kit • Consultation • Goal and lesson planning • Samples and examples: introducing to class • Grading and standards • Delivery

  14. Multimedia creation: mobile iPad kit

  15. Multimedia creation: mobile iPad kit

  16. Assign or deploy technology out of class

  17. One class/2 weeks held in museum location Elvehjem building Weekly lecture + discussion sections 60 students Scenario: 300-level art history course

  18. Case Scenario Builder + electronic text in-class QR code tour Media/images + projector Blackboard + images/drawings Goal: Interactive presentation & communication

  19. Reusable learning objects:“flip” instruction • How to facilitate • Student training • Seamlessness between flip lecture and time in class • Productive use of time on task • Expectations and grading

  20. Reusable learning objects:“flip” instruction

  21. Take the students to technology

  22. Psych building seminar room Whiteboard Weekly power lecture/seminar 12 students Scenario: Senior psych seminar

  23. Student equipment + simulated online game In-class role play + game creation Authentic media + projector “Jigsaw” activity + note cards Goal: Situated learning & resource and referral

  24. Distance mini-lesson: Video and webconferecning • Time management and in-class productivity • Integration into course • Expectations and accompanying activities • Recap and wrap-up of what “experiential” activity offers and teaches

  25. Environmental Studies • Background • Students participate in a field demonstration of various sustainable technologies designed for use in the wake of natural disaster or other crisis. • Significance for Teaching & Learning • Students have access to events and authentic environments they otherwise have no practical way of experiencing.      

  26. L&S Career Services • Background • A U.S Government agency in Washington D.C. conveys first-hand experience to help students consider government service in their career.   • Significance for Teaching & Learning • Students dialogue with people possessing specialized expertise in course topics, unique perspectives & life stories.

  27. Language Institute • Background • Student participate in a panel discussion including a video conference participant currently studying in Russia. • Significance for Teaching & Learning • Students are exposed to cultures and languages in a more authentic way than readings, lectures, and websites.

  28. Questions? Ideas? • Come consult with us! Theresa Pesavento: theresa@lss.wisc.edu Jonathan Klein: jonathan@lss.wisc.edu David Macasaet: david@lss.wisc.edu

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