Join Kevin Kelly for an in-depth discussion in this video Choosing appropriate technologies to facilitate interactivity, part of Teaching with Technology.
- In an earlier movie on choosing appropriate technologies, I showed you the XYZs, a 3D framework for choosing technologies for sharing content. Now I'll use that framework for choosing content for facilitating activities. I've provided an Exercise File in the Chapter 5 folder called XYZ Activity Framework so you can refer to it during or after this movie. If you jumped straight to this movie, the three dimensions of the framework narrow your choices by answering three common questions. On the x axis, we answer, where are the learners? On the y axis, we answer, when are they learning? On the z axis, we answer, how many learners are there? This framework is described in more detail in the chapter on sharing content with technology.
In this movie, we'll use the framework to pick technologies for specific teaching and learning activities. Let's start with some in-class activities. To engage students in small groups during face-to-face class meetings, use presentation apps like Nearpod. Push your slides to every student, as well an engage them in activities, solicit feedback and assess understanding. Use clickers and clicker apps, such as Poll Everywhere. Use Twitter via laptops and mobile devices.
You can conduct large class activities, such as back channeling, and Google jockys or small group activities such as Think, Pair, Tweet. Last, use concept map software or apps to ask small groups to show relationships between course concepts, and share each group's work. To interact with students one on one or in small groups at a specific time, but from different locations, consider using online phone services, such as Skype, to conduct virtual office hours or Google apps, such as Google Picasa.
You can ask students to take a picture of their math homework with their phone, upload it to Google Picasa so you can write on it while you talk via Skype. To host online class meetings or study sessions at a specific time, use video conferencing and online meeting tools, such as Blackboard Collaborate, Adobe Connect or Zoom. To engage students in collaborative projects that don't require working together at the same time, use collaborative documents, such as Google Docs. To collect student perceptions from the entire class related to course concepts, use timeline software, such as Ntrepid Timestream.
Use media-sharing sites, such as Flickr, to ask students to share images of real-world applications of class concepts. Use concept map software to ask students to work together to make connections between class concepts. Use social networking sites, such as Facebook or Google+, to create groups that students can use to ask each other questions about assignments or to prepare for exams. And use wiki tools to create a space for students to work on small group projects together. There are several more quadrants and many more technologies, but the framework provides a way to filter possibilities.
Use it when you don't know which tool will meet your teaching and learning needs. Before reviewing another movie, take a minute to answer the following questions for yourself. Are you looking for technology to conduct activities with students in the classroom or for students to interact with each other outside the classroom? Are you looking for technology that students will use to work individually, collaboratively, or both? Are you looking for technology that students will use to participate in activities at a specific time, or whenever they choose?
Author Kevin Kelly explains how learning outcomes can be adapted to support technology in the classroom, and guides educators through selecting the appropriate technology for their activity, module, or class. Then he shows how to apply technology in three key areas: finding, creating, and sharing content with students; facilitating classroom activities; and assessing learning inside the classroom or online.
- Including technology in your learning outcomes
- Applying Universal Design for Learning (UDL) principles
- Finding and creating content and instructional materials
- Enhancing lectures and presentations with technology
- Getting students involved
- Facilitating in-class activities
- Assessing learning
- Teaching effectively online