from POD* 2000 Conference Participants
in the Case Study
on the Scholarly
Use of Technology in Instruction
Following are comments resulting
from discussion of the case among participants at my workshop, The Scholarly
Use of Technology in Instruction, at the 25th conference of the Professional
and Development Network in Higher Education, November 11, 2000, Vancouver,
There was insufficient time
to cover issues in depth but these comments provide a worthwhile starting point.
If a participant wants to provide elaboration on any of these points, I will
insert that elaboration. Just email me. Thank you.
Part I. Clear
Goals and Adequate Preparation
should Charlie consider in deciding on his goals for technology for instruction?
- Does the technology help
- What kinds of learning
are appropriate for certain technology solutions?
- What kind of relationship
does the teacher have with the students?
- Is the technology available
- What is the nature of
the course content?
- What are the characteristics
of the curriculum that might impact the goal?
- What is the learning
curve for the technology
- What is the teacher's
- What types of support
are available (both instructional and technological)?
- Is there some part of
the instructional task/course that technology may help? Is it E-learning or
- Will a technology instructional
product be supported at other institutions, should the professor move?
- How does it fit into
the reward system?
- How will the outcomes
- Is there the necessary
infrastructure in place?
- Is it reliable/available/and
likely to be continued technology?
- What times is the technology
- Will bigger classes result
and is that acceptable to the teacher?
- Is the technology transparent?
From the university/college's
point of view, what factors should be considered?
- Sufficient student numbers
What preparation does
- Preparation in the type
of technology to be used.
- To the point that the
teacher can explain it to students.
- To the point that the
teacher can deconstruct and restructure the course with the technology.
- Having a backup plan.
- Familiarity with models
of instruction and technology use.
- Capacity to work with
a team for support.
- Able to answer, "How
- Capacity to adapt to
new and existing materials.
- Having an assessment
- Knowledge of student
- Knowledge of range of
Part II. Appropriate
Methods and Significant Results
Identify the issues surrounding
appropriate and inappropriate uses of methods in the cases presented.
- Relation to goals
- Accessibility (both on-line
and in the face-to-face classroom). Including
- technological (e.g.,
access to a computer),
- temporal (e.g., synchronicity
- disability accomodation
(e.g., capacity to see, hear the course activities), and
- skill (e.g., typing
- Nature of assignments
(e.g., discussion board)
- Truth in advertising
- Legal issues (e.g., privacy
vs emailing grades)
What evidence has been/can
be presented that significant results in learning are present/absent?
- Assessment criteria (technology
- Measurement tools
- Peer review
- Grade quality
- Student participation
in course activities
- Compare two versions
of the course or two partsof the course to determine if comparable activities
- Level of interaction
Effective Presentation and Reflective Critique
How is presentation with
technology different from/similar to more customary forms of presentation?
- On-line can be asynchronous
- No gestures, voice modulation
- No retraction so comments
can look ugly when they aren't intended to be
- Online is differently
accessible (less accessible in some ways, more accessible in other ways)
- Less standardized [?]
- On-line you have to deal
- Intellectual property
is a major question-- who owns it?
- Less linear than face-to-face
How could the three use
technology to enhance critical reflection?
Posting the grading criteria
[This one is encouraging critical reflection by students, the remainder are
critical reflection by the teacher about his/her work]
- Getting feedback from
- Archiving the commentary
- Less "on the fly"
- On-line discussion with
- Publication about teaching
(e.g., on-line journals or print journals)
- Improvement based on
feedback-- actually change something about the course.
- Formative/summative evaluation
- Conversations with peers
- Automatic data collection
built into some software.
- Human subjects review?
Issues to Watch
- What is a course?
- What is technology? Suggested
definition: anything not readily available in the world at the time you came
- What is "technology"
to us and not to our students?
- Students not used to
using technology in critical ways and needing to be taught that.
- Whether technology should
be transparent? Only when it is working the way I want?
- The effect of technology
on communication and collegiality in the academy.
- When do you need human
Ideads for Teachers Summary
- goals must be clear,
carefully thought out
- preparation of
- technological support
- methods-- appropriate
not only to the technology but also to the goals
- respect students' privacy/individuality
- discuss and clarify expectations
(e.g., changing syllabus) up front
- have explicit assessment
- decide whether you want
to grade the quality of participation/ decide what you want to grade
- distinguish between learning
the technology and learning the content
- be careful what you put
- don't take students accessibility
(both technological and physical) for granted
- be aware of intellectual
- seek feedback from students
- have conversations with
- consider ethical issues
such as use of students' comments
Word Versions of
Please inform me if
you are using these handouts in a session so I can record it for my accountability
reports. Please do not alter the handout documents that have my name and
information on them. I will be happy to correct typos you may detect and
give you a clean copy. You may choose to develop your own handouts for
To download a Word
version of the handouts for printing, click here
for the introductory information and here for the
Brinson, J. & Radcliffe,
M. (1996). An Intellectual
Property Law Primer for Multimedia and Web Developers. [On-line.] Available:
Eggleton, F. (2000). Brief
Summary of FERPA: Family Educational Rights and Privacy Act. [On-line.]
*POD stands for Professional
and Organizational Network in Higher Education (http://www.podnetwork.org/).
the author with comments or questions about this site by following the directions
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contents © since 1996 by Sally Kuhlenschmidt. Copy only with permission.
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created: June 1996. Page Created: November
13, 2000. Last Modified: November 13, 2000.