Transcript Use of Technology in the College Classroom

Use of Technology in the College
Classroom
Dr. Steven P. Dion
Salem State University:
Sport & Movement Science Department
Salem, MA ([email protected])
Instant Activity
• If you have a “Smart Phone” and a Facebook or
Twitter account, please log on and post the
question.
– What is your favorite Pizza Topping?
• After posting the question, go onto a search
engine of choice and search:
– Type in: “CDC 2012 obesity rates in North Carolina”
• We’ll see what responses/info we get by the end
of the session today.
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Session Objectives
1. Address the use of technology and mobile
multimedia devices in College/University
classrooms.
2. Discussion on attitudes and behaviors
associated with their use.
3. Best practices health educators can adopt to
create engaging lessons and activities using
smart devices with potential to improve
media and technology literacy.
4. Using social media as a research tool.
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The Role of the Content Expert
• Traditional Higher Ed Model:
– PROFESSOR vs student
– The Professor has been the content expert spending
much of their professional career researching a
narrow focus within a chosen discipline.
• Expert/Mentor relationship > “transfer of
knowledge” from one person to others –
especially at the Undergraduate level.
• This model has been changing over the past
decade - moving toward a “facilitator role” in
many disciplines.
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Traditional / Transitional Methods
• Face to Face & In person (traditional
learning environment)
• Online Courses, Online Programs,
Online Universities
• Online Video Education
–Webinars
–Online classes
(w/video/webcam/Skype)
–“Flipped Classroom”
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Traditional / Transitional Methods: Continued
• Students’ increased reliance on technology,
increased mass access & “edutainment”
• Even with ancillary materials and tech
resources, a heavy reliance on the Professor
as content/ delivery expert continues.
– Consider the use of personal technology to
further bridge the gap between student and
professor…
• In turn – potentially changing the dynamics of the
classroom
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Power Shift in the Classroom
• Student-Centered Education / “Teams Based
Learning” the shift of power and instruction in
the classroom.
– Teams Based Learning: Utilizing outside student
preparation (textbooks, articles/publications, video/media, action
research, etc…) with in-class student-centered
experiences to facilitate and create individual/group
accountability.
• Moving toward a different dynamic of “Power”.
• The use of Personal Mobile/Tech Devices
enhances this paradigm.
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Redefining the Content Expert
• Do faculty need to be the ultimate content
expert / OR make the transition toward content
expert/facilitator with a focus on information
literacy?
– In the allied health fields, including health
and physical education, knowledge within the
field continues to grow and change rapidly.
• Textbooks as Content Knowledge Resource:
– May contain out of date information the day
they go into mass print.
– Pub companies/faculty move toward realtime educational resources
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Classroom Example
• Spring 2013: A transgender student in a
colleagues Personal Health course:
– The 2012 textbook used in class indicated that being
transgender was categorized as a mental disorder
(DSM), however that content was out of date. The
student in this case brought updated info from a
recent publication.
– The American Psychiatric Association board of trustees revised the Diagnostic and
Statistical Manual of Mental Disorders (DSM) indicating people who are
transgender and gender non-conforming are no longer classified as having a
mental disorder. Homosexuality was similarly declassified as a mental disorder in
1973.
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Changing Face of Our Students
• Our students “Millennials” have grown up with
technology and it serves as their connection to
the world (Tech Saturated)
• Students expect and have been instructed in a
collaborative educational culture.
– These two factors create opportunities for
educators to reach our students in new/different
ways.
– Old school methods may continue to be an ideal
method.
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Implementing SMART Technology
• The following
activities/ideas can be
done with most mobile
devices (Smart Phones,
PDA’s, Tablets, Laptops
and even Desktop
computers.
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Examples Used to Date
• Real time health info: Media blasts,
CDC, DHHS press releases etc…
• Student behavior/action surveys using
Twitter, Facebook, and Multi-receiver
text messages.
• Apps such as:
–“Teens in NYC Protection” (Sex Ed)
–“Ubersense” (Movement Analysis)
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“Teens in NYC Protection”
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“Ubersense”
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Examples: Continued
• In class videos w/Cell / Smart Phones,
IPads and/or Ipods, Flips…
–PSA’s, Video pitches, Skits/Roll playing
• Self Assessments (web links/textbooks)
• Video and pictures of class notes /
student work
–Send out/ Carryover until next class
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Additional Teaching/Learning
Applications
www.tcea.org
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Arguments For & Against
• Arguments against allowing mobile phones in
schools – for learning or social purposes
– Slides 18 & 19
• Arguments for Using Phones
– Slides 20-22
• Your Thoughts About its Use
– Slide 23
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Arguments Against Phones
• Loss and theft and potential bullying
• Distraction and interruption
• Taking photos of tests and instantly passing them on to other
pupils
• Texting answers of tests to other students
• Taking photos of pupils in changing rooms, toilets
• Spreading rumors fast
• Sex texting and cyber-bullying
• Non-filtered web access that can be used to spread content that
some parents do not want their children exposed to.
• Recording teachers and pupils in the classroom – can be
detrimental to teacher and student reputation and proper consent
to publish not asked for or given.
• Privacy issues with teachers having personal phone numbers of
pupils and vice versa.
(http://www.pontydysgu.org/2009/11/25-practical-ideas-for-using-mobile-phones-in-the-classroom/)
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Fairness of Have’s and Have-nots
• Some pupils will have them, some will not / 66%
18-29 have a Smart Phone (Pew Inst.)
• Some tech will support less applications than
others
– Need to work at level of common denominator.
• Cost implications for students – not just the cost
of the hardware but the cost of use.
– Consider School Admin to help cover costs of Apps.
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Arguments FOR Using Phones
• Cost effective for student & schools
– Reduces the need for all students to have access to computers in
classroom
– Need less equipment like digital cameras, camcorders, misc. etc.
– Uses cheap and familiar technology
• If students are going to have them anyway, irrespective of
whether it is officially allowed, they may as well be used
for intentional learning.
– Overcomes some of the problems of ‘distraction’ etc.
• They are a good vehicle for teaching about ‘use-andabuse’ issues such as digital identities, protocols, bullying,
net safety etc.
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Arguments For: continued
• Can be used as data collection and recording
devices – audio, pics and video – for recording
experiments, field work, voice memos etc.
• Fosters Creativity
– making podcasts, picture blogs, twittering etc.
• Students can ask questions of the teacher they
may be too embarrassed to ask publicly.
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Arguments For: continued
• Encourages engagement e.g. polling which can
ensure every student’s voice is heard.
– E.g. using Wiffiti or PollEverywhere
– Can also be used for formative assessment
• Can be used to foster for collaborative learning
and communication
– Students are encouraged to use general reference
books so why not phones – as dictionary, spell
checker, thesaurus, encyclopedia etc.
• Can be used as specific research tool via web
access.
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Your Thoughts?
• Based on presented ideas – where do
you stand on:
a. The use of personal technology devices in your
classroom.
b. The use of technology to access the most up-todate info to serve as a content resource.
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Implementation
• The following slides are ideas from other
educators of methods and applications you can
implement into your courses.
• The links at the bottom of the pages or in the
“notes” sections lead you to websites where
some of the information was obtained to
reference or spark ideas for my/our uses in our
classrooms.
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Text Reminders:
• Since students generally check their cell phone
more frequently than their email, the website
Remind101 can be used to reach students through
their phone.
• Allows instructors to create assignment reminders
sent to students via text message.
– Students register with the site and subscribe to the class
reminders.
https://www.remind101.com/ https://www.remind101.com/learn_more
http://depts.washington.edu/etuwb/ltblog/?p=1553
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Using the cell phone as a study tool:
• StudyBoost provides a study on-the-go option
without using their bulkier laptop/computer.
• Once student registers, they can create their own
series of study questions. Then, using their phone,
they can have the questions sent to them via text
message.
• From there, the student answers the questions by
replying to the StudyBoost number, and will
instantly receive their results.
https://studyboost.com/
http://depts.washington.edu/etuwb/ltblog/?p=1553
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Simulatanious Chat and Present
“Chatzy”
•Similar to a webinar where you can post
questions during the live session.
•Chatzy allows students to post questions and
comments during the presentation that can be
addressed by the presenter at their leisure
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Polls/Answering/Voting:
• Using Socrative (FREE) or Poll Everywhere,
instructors can gather opinions, responses to
prompts, and votes in their classroom.
• This tool also provides real time data, which is
especially appealing to professors looking to
save time.
• Better version of the “Clicker”
http:llwww.socrative.com
http://www.polleverywhere.com/
http://depts.washington.edu/etuwb/ltblog/?p=1553
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Scavenger Hunt:
• Educational scavenger hunts are already a
popular activity with cell phones in the
classroom. There are many different programs
and apps to run your scavenger hunt on, but a
recommended program is SCVNGR.
• The program is compatible with both basic cell
phones and smart-phones, as many scavenger
hunt apps are designed for smart-phones with a
GPS function.
http://www.scvngr.com/
http://depts.washington.edu/etuwb/ltblog/?p=1553
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Accessing Twitter:
• Twitter is becoming increasingly present in the
classroom.
• Smart-phones have the ability to instantly access
Twitter via apps or an internet browser. However, there
are also easy ways to access Twitter with a basic
phone.
• Users can tweet by registering their phone and sending a text
message to their country’s short code. If the user isn’t able to
send text messages, TweetCall is also an option. TweetCall is a
free service that lets the user call a phone number, speak their
tweets, and have them transcribed into text.
http://www.tweetcall.com/
http://depts.washington.edu/etuwb/ltblog/?p=1553
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Suggested Apps (+TCEA Handout)
• Prezi
• Slideshark
• Itooch
• BraniPop
• Fooducate
•
•
•
•
•
MyFitnesspal
Edmoto
Imsucle
PEgeek
AppShopper
• Supportrealteachers.org
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Revisiting our Group Activity
• At the beginning of the presentation you
logged onto Facebook and posted a question.
• What was the response to the questions:
– How many of you had breakfast today?
– CDC/NC #’s
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Questions & Thank You
• Contact info:
[email protected]
Steven Dion
Salem State University
Sport & Movement Science Dept.
Salem MA
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Additional Info & Resources
• The following pages provides additional
information and recourses to help you
increase your knowledge to utilize
technology in your courses.
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Resources for Using Text Messaging in Class
Work and Assignments
• There are many articles on the Web discussing the use
of cell phones and smart phones in an academic
setting. The following references contain useful
suggestions and ideas specific to leveraging text
messaging in assigned course work.
– The NY Times article, “Teaching to the Text Message”, by
teacher Andy Selsberg offers a variety of ideas for using text
messaging in assignments.
– This is an eHow article, “Text Messaging Classroom Activities”
that offers 4 different assignments based on text messaging.
http://www.emergingedtech.com/2012/05/embracing-the-cell-phone-in-the-classroom-with-text-messaging-assignments/
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Article Resources Continued
• This article, “Text Messaging Brings Assignment to Life” discusses an
assignment in which students wrote a new scene or rewrote an existing
scene Shakespeare’s The Tragedy of Romeo and Juliet.
• The following is a video by Dr. Phillip Anderson from The Centre for
Teaching Support and Innovation at the University of Toronto, in which
he discusses “Text Messaging for Classroom Q&A”.
– http://www.youtube.com/watch?v=HXKbCTzEMDQ
• The article “Promoting Literacy Through Text Messaging” encourages
us to “get excited about text messaging as a form of communication,
and encourage your students to write often through email, instant
messages, text messages and blogging. Students will soon begin to
understand that any type of writing is essential.“ There are a number of
ways to use text messaging in assignments in the “Activities” section.
http://www.emergingedtech.com/2012/05/embracing-the-cell-phone-in-the-classroom-with-text-messaging-assignments/
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Article Resources Continued
• Here’s a simple text messaging assignment from “Read Write
Web”, focused on The Lord of the Flies, easily adaptable to other
books.
• In this article from Hayo Reinders, “Twenty Ideas for Using Mobile
Phones in the Language Classroom”, ideas 6, 8, 9, and 10 leverage
text messaging.
• While the article, “Text messaging & e-Learning in Schools and
Colleges”, is trying to sell a product, it offers some useful concepts
for text messaging applications in classroom assignments.
• Another great way to leverage text messaging in the classroom is
through the use of text message based polls. This page from
PollEverywhere.com offers insights and into doing this with their
tool, which has free functionality. In this article, Rutgers instructor
Jessica Methot explains how she uses polling techniques to stop
‘social loafing’ during lectures and better engage students.
http://www.emergingedtech.com/2012/05/embracing-the-cell-phone-in-the-classroom-with-textmessaging-assignments/
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Additional Uses in the Classroom
• Use sites like gabcast or evoca to make ‘instant’
podcasts straight from a mobile that can be
accessed from a mobile (and you only have to be
over 13 to use them) without having to use
podcasting software.
– Educators did a geography quiz on local landmarks and
geographical features “From where I’m standing I can
see….where am I?”
• Setting up audio commercials: e.g. highlighting
health resources for students on campus/school
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Uses Continued:
• Using their phones to access podcasts. Some
mobile phones can already subscribe to podcasts
and a fair few can listen to streaming MP3s from
the Internet.
– Health and Physical Education Podcast Portal @
Edinboro University (Spark Podcast/Youtube)
• Creating mini-documentaries using the camera in
their phone.
– A colleague did ‘food preparation hygiene’
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Uses Continued:
• Recording field trips – using photos or voice or texting back
observations to other peers.
– A Biology Professor did a nature walk where leaves / flowers / trees
were observed by one group and identified by another group back in
the classroom.
– They experimented by sending text only descriptions, pictures or
voice calls and combinations of those to see which was the most
effective.
• Be in different places working on the same project and be talking
via instant-messaging.
– An example was an outdoor education course doing a “Geo-Chase”
style game where groups were competing to find objects and
information.
– The groups split up and group members updated each other on
progress using mobile phones/texting or Facebook update.
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Uses Continued:
• History teachers chose a period in history (was the
second world war) and had groups of evacuees, host
families, parents of evacuees back in bombed cities
sending messages to each other about their feelings.
• Brainstorming using Wiffiti.
– Wiffiti is a interactive message board that helps
students create a communal, real time visual
brainstorm, on a screen, from their cell phones.
– Wiffiti info:
http://www.classroom20.com/profiles/blogs/wiffitithe-interactive-message-board
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Highlighted Resources
• 25 practical ideas for using Mobile Phones in the Classroom
– http://www.pontydysgu.org/2009/11/25-practical-ideas-for-using-mobilephones-in-the-classroom/
• UW Bothell Learning Technologies Blog
– http://depts.washington.edu/etuwb/ltblog/?p=1553
• Cell phones welcome in some classrooms
– http://www.nbcnews.com/id/26510338/ns/technology_and_scienceback_to_school/t/cell-phones-welcome-some-classrooms/#.UXXms6WzubE
• Embracing the Cell Phone in the Classroom With Text Messaging
Assignments
– http://www.emergingedtech.com/2012/05/embracing-the-cell-phone-in-theclassroom-with-text-messaging-assignments/
• https://www.remind101.com
• The Positive and Negative Sides of Using Cell Phones for Teaching and
Instruction in the Classroom
– http://donnah75.hubpages.com/hub/Cell-Phones-in-the-Classroom-ADiscussion-of-the-Pros-and-Cons
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