1. You need to be on a computer with an on-line connection open.
2. In Powerpoint be in slide view and click inside a slide to activate the following options.
3. In the menu bar select Insert.... Picture...ClipArt...a new box opens and look for "Clips Online" or something similar. (It varies a bit depending on version.) Click on it.
4. Your web browser should automatically open and take you to the Microsoft Powerpoint clipart search site. (You'll probably have to read and agree to a copyright policy the first time you use it.)
5. Use the search tool to find a few clips you like and check them (Don't pick too many at a time or your download time will be long. I may do about 10 or 15.)
6. When you are ready select the download option and a box will pop up. **Notice where on your hard drive you are saving them. I create a directory under the c drive called Download and a subdirectory called Powerpoint clip art. The file name will be strange-- don't change it.
7. When the download is finished, go to the directory and doubleclick on the file and Powerpoint will automatically grab the clip art and put it in your clip art folder that opens when you choose that option within Powerpoint.

• Write a Dear Abby type letter. Visit this link for letters and responses.
• Sign it with an alias.

• What is technology?
• What is our current status?
• Why deal with technology?
• When/how to integrate technology and instruction?
• What about rewards?

• A disciplined approach
• Something you plug into the wall
• An easier faster way that takes more money and time.
• Evolving concept! From 16 mm to an interactive screen. Anyplace/anywhere/anytime.
• Always human made.
• A tool to help us survive.
• Computer
• Telephone, fax, photocopier
• Personal Digital Assistant (Palm Pilot, Visor)
• Camera
• TV/VCR
• GPS locator
• Overhead
• Graphing calculator
• Laser Disc player
• DVD
• Chalkboard-smartboard
• Software/programming or most of above are useless.
• Electricity!

• Representative Random Sample
• Survey Kentucky faculty on Distance Learning
• Interviews
• Results can be found at this link: http://www.cpe.state.ky.us/kfdw/applegate/resourcelink.htm

• Easy editing!
• Powerpoint is better than my bad handwriting.
• Extending the classroom.
• Because we have to compete for students' attention with TV and Nintendo. We have to have outstanding production values.
• Asynchronicity extends the classroom.
• All the benefits-- love it, it is visual and a great classroom aid.
• Allows connections with people.
• The Internet is the only way to get the latest information on some course material.
• Breaks down time constraints-- students can revisit material to learn it.
• Students need the technology.
• Handouts can be placed on-line.

• The challenge of education is to prepare students for their future--not our past! --Unknown.
• It's our future too.
• Courageous risks are life giving, they help you grow, make you brave and better than you think you are. --Joan L. Curcio.

• First, tech doesn't save money-- costs in maintenance, updating, and the learning curve. Maybe someday, but not now.
• However, tech might preserve market share and job options. How?
  1. The Internet connects people. That is what makes it powerful. If it were merely a publishing medium, it may well be nor more influential than the 16mm projector. But it connects people and people most want other people.
  2. It evaporates borders. The protected markets (fiefdoms) higher education has had since the middle ages are gone.
  3. Students now have choices about which school they attend, which version of each class they take. They don't have to take yours. They can shop around for the one that best meets their needs. Power relationships are flattened by the Internet. This changes the teacher role away from expert and authority to facilitator and information management expert.
  4. The Internet introduces national competition to higher education in a way never before encountered.

• Motivational issue
• Metaphor exercise results
• Knowing where you “are.”

• How to identify effective/useful technologies?
• Scholarship of Teaching & Learning Model

1. Clear Goals
2. Adequate Preparation
3. Appropriate Methods
4. Effective Presentation
5. Significant Results
6. Reflective Critique

   Scholarship Assessed (Glassick, Huber, Maeroff, 1997)

• Focus on a single, specific instructional activity.
• Complete specific portion of handout.
• Discuss/Modify
• Can choose to use nontech activity

A technician is a man who understands everything about his job except its ultimate purpose and its place in the order of the universe. --Sir Richard Livingston.

1. Clear Goals

• #1guideline = goals for student learning
• Goals help you save your time in learning tech
• Know what to NOT do.
  • Reduces Information Overload
  • Death of Expertise -- when anyone can go on-line and obtain a variety of opinions about your content, you cannot keep ahead. Redefine your role as facilitator and you don't have to be the expert (which is impossible) and you can do what is more likely to enhance student learning.
• Balance tech use with your other needs  --For example, if you have an ill family member, this isn't the time to create an on-line course.

Be honest about your motivations and save your time and energy. Your strategy for technology should reflect your genuine goals. For example, if your goal is to have fun... don't confuse your "fun" time with your "technology for learning" time.

Some Goals I have heard from faculty

1. To have fun
2. To learn it before it ‘gets’ them
3. To enhance student learning
4. Because everybody else is doing it.
5. To get the Dean off my back
6. To know more than others.

• Emotional
• Intellectual
• Physical Skills

• Intellectual Property
• Privacy
• Accessibility

• Interaction with/among students.
  • With regard to on-line courses faculty often wonder about the "loss" of eye contact.
  • Connection is possible without being face-to-face.
    • We have long sustained relationship without being face-to-face. Love letters, for example. Have you ever wept when reading great literature? Shakespeare or Hemingway
    • Visually impaired faculty/students manage to teach and learn without eye contact.
    • Text can communicate nonverbally, although you have to practice to pick it up. Students display patterns in their text communication and you begin to pick up on deviations around their normal patterns.
    • You "hear" their voice when reading their messages. (contributed by audience).
    • Eye contact may not be all that trustworthy. Students are well practiced at appearing attentive when their minds wander. (Think of your last faculty meeting-- perhaps you can do it as well?). Furthermore, a person may be led by visual information (e.g., skin color) to behave in a prejudicial manner toward a student.
• Another common question is how do you know the identity of students in an on-line class? There are several considerations...
  • How do you know who your students are in your face-to-face class? Most of us don't check id's as a matter of trust or practicality-- why treat on-line differently?
  • For most courses at most schools, it is unlikely a student would be sufficiently motivated to pay someone to replace themselves in what is likely to be a more intensely involving course requiring repeated postings....and pay tuition (contributed by audience member).
  • You could obtain a writing sample early on against which to judge later products if suspicious (contributed by audience member)
  • It is more likely that an on-line teacher will require a real-world project as a major course component because the typical on-line student is a nontraditional student who is more interested in such tasks. These are harder to fake if well constructed. This is the same kind of plagiarism control you can exercise in a face-to-face class.
  • Businesses, such as banks, are very interested in verifying identity and are working on a number of technologies to confirm identity. Some (such as finger print readers) are already available in the market, if not yet in most schools. These are more likely to be first used in high stakes programs/schools where the financial payoffs make paying for substitutes more attractive.
• Professional Obligations
• Citation
• Visual Design

• Return to your goals- accomplished?
• Student learning.
• Accountability

• Personal Review
  • Patton's process-oriented evaluation
• Public Review?
• Peer Review

Physical Skills

• Be healthy
  • Your body needs to move.
  • Examine your work station (For example, your keyboard should slant away from you so your wrists are not bent either up/down or left/right. Put a little box under the front edge to tilt it backward.)
• Bifocals cause problems for adults (coordinating mouse action with screen activity). They may not realize it and blame themselves for having difficulty with computing.

• Following SOTL prepares you.

• Motivation for tech: Current Status
  • Faculty Profession.
  • Individual (metaphors).
• Guide for intellect: SOTL model

  1. Goals,
  2. Preparation,
  3. Selecting methods,
  4. Presentation,
  5. Results,
  6. Reflection