New technologies rise and fall so quickly that it is increasingly difficult to keep faculty updated on tools that make a difference in the classroom.
Jim Rapoza - http://etech.eweek.com
How do we encourage faculty to try new technologies in the classroom?
The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning more than 20 GenEd courses across disciplines as writing-intensive.
2007-2012
An embedded component of the project is the use of technology by the faculty and students participating in the WI courses.
A secondary goal is to expand the number of other instructors integrating technology into their courses – to start a ripple effect in the college community.
Formal faculty development in…collaboratively creating digital content
that is shared with other instructorsonline assessmentslecture capture (Echo360)streaming mediae-portfoliose-tutoringonline schedulingpromoting the use of the college portal
(CampusCruiser) and LMS (Blackboard)These courses are online, blended, and face-to-
face on three campuses.
A Taxonomy – ordered classification
Technology infusion from the perspective of learner cognition.
Scaffolding increasingly higher level thinking and integration skills
http://www.edtechinnovators.com
from top to bottom
increasingly higher level thinking and integration skills
resulting in increased expectation of independence
Designed for students.
Being used for faculty.
Choosing The Tools
What ISIS Emerging Technology?
http://pccc.libguides.com
LibGuidesGuide Index
There are 154 guides in the system: 5 private, 73 published, and 76 unpublished guides.
Of the 78 active Guides, 8 were developed for WI courses currently launched…
Observe Incorporate Produce Explore Collaborate Apply Create
Demonstrations of the technology at workshops, faculty institutes, Dean’s Tea, best practices, department meetings…
Observe Incorporate Produce Explore Collaborate Apply Create
Incorporating a tool – passive use of technology in a Web 1.0 way.
Using media, LibGuides, assigning the use of eTutoring…
Observe Incorporate Produce Explore Collaborate Apply Create
Production - going 2.0
Making your own content After first faculty institute
Observe Incorporate Produce Explore Collaborate Apply Create
Exploring new technology on their own.
Photography blogs as critical thinking.
Observe Incorporate Produce Explore Collaborate Apply Create
Collaborating with students, librarians and our mentors.
Handing off WI courses to instructors for additional sections. “Open sourcing” the content
Observe Incorporate Produce Explore Collaborate Apply Create
Combining and integrating technologies.
Mashups Video produced embedded in
LibGuides Portfolios as CMS; faculty portfolios
Observe Incorporate Produce Explore Collaborate Apply Create
Using the technology to produce new and different content or results.
Media as anthology Guides used for non-class purposes
Bloom’s TaxonomyA Digital Bloom’s Taxonomy
http://www.serendipity35.net/index.php?/archives/1709-A-Digital-Bloom.html
As with any learning taxonomy… Higher levels do not occur without the “lower”
levels being used first. Lower levels are not a negative label. It is best when progress is made to higher
levels because of self-identified needs. Students can be powerful drivers for faculty
adoption. Participants need to explore on their own,
abandon what does not work for them, try things that do not work for others.
[email protected]://www.slideshare.net/ronko4
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