No Teacher Left Behind: How to Teach with Technology
ith the infusion of technol- addressed during the past three years. A three-phase ogy into all aspects of daily We believe that our experience offers program taught Wlife, students are becoming an instructive model for faculty devel- more and more adept at using technol- opment in incorporating technology veteran and novice ogy as an educational resource. Many into the classroom. This article provides faculty, however, are not keeping pace an overview of a three-phase program instructors how to with their students. Additionally, faculty that when implemented will assist feel increasingly unprepared to integrate both veteran and novice instructors in effectively integrate technology into the classroom.1 “Little incorporating available technology into has been done to prepare reluctant the classroom to achieve a richer edu- technology into technology users for the networked cational experience for students. This computers flooding into their rooms,” article highlights the practical steps that lesson plans according to Jamie McKenzie, editor of nearly any department can adopt (or the Web-based journal From Now On.2 adapt) to get a program running at its By Jamie Efaw Many institutions of higher learner now own institution. offer technology courses to faculty to bridge this gap, helping them master Background the intricacies of PowerPoint or learn to West Point first issued desktop com- post materials in a course management puters to cadets in 1986, and soon the system. These courses help to an extent, faculty and cadets were networked on a but classes in using technology do not common platform. Thanks to the mili- prepare faculty to effectively incorpo- tary focus on standardization, we’ve rate technology into their teaching.3 never had the problem of incompatible At the United States Military Academy formats, and we immediately benefited at West Point, we have had the luxury from the enhanced communication of operating in a technology-rich, stan- between instructors and students via dardized environment since the mid- e-mail. The introduction of the Web 1980s. This has enabled us to develop challenged us to create online learning slowly in our understanding and use environments where cadets could find of technology for instruction. Never- additional resources for specific courses. theless, the faculty development issue The plethora of Web resources led us is probably the most challenging and to adopt a course management system, one that the academy’s Department of mainly to provide a portal for students to Behavioral Sciences and Leadership has ease their transition into our technology-
26 EDUCAUSE QUARTERLY • Number 4 2005 rich environment. Nevertheless, when Our perpetually optimistic, in-house work on other classes or e-mail their West Point replaced standard desktop technology gurus had advised us that friends during any class. Initially it computers with laptops beginning in the laptop would “bring the classroom seemed as though the laptop brought 2002 (with a complete wireless network back to the barracks” and thus facilitate more problems than benefits, and some already in place), departments puzzled cadet class preparation. What we found instructors banned computers in class. over how to best incorporate student was that the laptop brought the bar- As George Kuh, a professor at Indiana computers into the classroom—if at all. racks into the classroom and tended to University and director of the National Many universities have struggled facilitate distractions. That is, the cadets Survey of Student Engagement, observed with the infusion of technology into had materials from all their classes, plus during an interview, technology can be the classroom, and we are no different. personal files, on their laptops and could a double-edged sword.4
Number 4 2005 • EDUCAUSE QUARTERLY 27 Although we tried to prepare for the classroom strategies scored significantly summer and take part in the workshop; influx of laptops, our department was higher on all graded examinations than adding the veteran instructors, the typi- no more successful than others. At West students of instructors who used tra- cal class size is between eight and twelve Point, the majority of the military fac- ditional instructional and note-taking instructors. In a survey, Abbott and Farris ulty members are on a three-year rota- methods. Additionally, we assessed found this to be the optimal class size tion, which means that a substantial students’ attitudes through end-of- when learning new concepts and skill sets number of new instructors arrive each course surveys and found that the stu- such as teaching with technology.8 year. Our departments typically experi- dents of instructors who incorporated While we realize that our summer ence a “30 percent turnover of instruc- laptop technology into coursework workshops are unique, workshops in tors each year, which necessitates a sys- rated their motivation and interest in how to use basic technology are usually tematic and integrative approach that the course, instructor efficiency, and well received by faculty. Any institution ensures new instructors are prepared to their own learning significantly higher launching similar training could probably teach.”5 Due to this turnover, individual than did students in more traditional enroll a significant number. One of the academic departments conduct faculty classrooms. biggest obstacles is the negative attitude development workshops in the sum- With the lessons learned and tech- of some faculty toward having technol- mer to introduce arriving faculty to the niques discovered from this experience, ogy in the classroom. Abbot and Farris institution, their department, and the we incorporated our newfound knowl- found that faculty had a more positive process of teaching undergraduates. edge, along with other faculty develop- attitude toward computers after receiv- During the annual summer training ment principles, into a program that ing introductory training on their uses for new faculty in 2002, the veteran both encourages and equips faculty to and capabilities.9 Additionally, Zhao instructors of the general psychology use technology in teaching. Instructors et al. found that to successfully imple- course tried to prepare both themselves who complete this program have shown ment technological innovations, faculty and the new instructors for the laptops significant improvement in integrating need to know how to use the appropriate that would arrive with the freshmen, technology into the classroom: A survey applications.10 all of whom take this core course. The asked new instructors “To what extent In accordance with this research, before attempt was a resounding failure—pri- do you feel prepared to integrate new starting classroom modeling or sessions marily because no one had prior experi- technology (e.g., laptop computers) into on how to teach in the faculty develop- ence incorporating laptop technology classroom activities?” They responded ment workshops, all incoming instructors into the teaching process, and we had no with an average of 2.25 on a five-point receive training on the basics of using a one to provide a model for us. Addition- Likert-type scale ranging from “Not pre- computer; an explanation of programs, ally, faculty resisted allowing students to pared” to “Well prepared.” After com- applications, and technology available bring this technology into class. As one pleting the program, the same instruc- for use; and an orientation to the typical instructor exclaimed, “That thing is not tors responded with a 4.5 (p < .001). classroom. It is important that the new coming into my classroom!” The academy’s introductory psychol- instructors feel comfortable with technol- It is never easy to change the way ogy course is now in its third year of ogy before trying to incorporate it into a you teach. West Point was not alone in integrating technology. Our experience lesson plan. facing these problems, however. During shows that a three-phase process accom- Unfortunately, if technologists lead the this same period, the Office of Social plishes faculty development most effec- introduction to technology, the faculty and Economic Data Analysis reported tively. The three phases are learning, experience often ends with a basic comfort that at least 50 percent of instructors practice and feedback, and continued level in the mechanics. The key to our identified themselves as educational development. development program is that it resides in technology novices, and only 42 per- the domain of faculty colleagues, and the cent felt prepared to use technology in Learning secret weapon is the core faculty who have the classroom.6 The first phase encompasses train- already experimented with and learned Before the second semester started ing in available technology, classroom how to use technology in the classroom. in 2003, we asked for instructor volun- modeling of the technology, learning The second element of the learning phase teers to incorporate laptop computers how to encourage student participation, requires the presence of this core group. into their classroom work and teaching and initial feedback from experienced strategy. Four of the ten general psy- instructors. Classroom Modeling chology course instructors volunteered. and Participation The resulting quasi-experimental study Technology Training Several studies11 have shown two revealed that the integration of laptop The first key is to develop the faculty’s key elements to successful infusion of computers and the associated technol- comfort level with technology. We focus technology: ogy could significantly improve student on that at the beginning of our sum- ■ Observing other faculty while they learning.7 Students of instructors who mer faculty development workshop. On use technology applications in the integrated laptop computers into their average, four new instructors arrive each classroom in interesting ways.
28 EDUCAUSE QUARTERLY • Number 4 2005 ■ Actually completing assignments new instructors; and providing feedback and engaging in course activities that on their efforts. require technology skills. We incorporate several components To capitalize on these principles, at into our new instructors’ practice teach- the beginning of the faculty develop- ing to “set them up for success.” First, ment workshops, veteran instructors time in the daily schedule is set aside teach “model classes” in the same man- specifically for design and practice of les- ner that they would teach during the sons incorporating technology, follow- academic year. Other veteran instructors ing the findings of Means and Olsen.14 and all new instructors serve as the “stu- Second, in preparation for this teach- dents.” The veteran instructors model ing experience, each new instructor is many different methods of effectively paired with a veteran mentor who has integrating technology in the class- experience teaching with technology. room during a typical lesson. Different The mentor assists the new instructor instructors model different classes and with lesson preparation and provides various ways to integrate available tech- insight and feedback. nology. This allows the new instructors Zhao et al. found that colleagues who to see different teaching styles, as well mentor instructors through their efforts as several innovative methods of using support the successful implementation and integrating technology. of technology.15 The mentoring is not Veteran instructors model typical a senior-subordinate relationship or problems and questions that arise in Each new instructor is an evaluative relationship but rather the classroom as a result of using tech- paired with a veteran an advisory one. The mentor provides nology, while simultaneously providing the new instructor with an additional the new instructors with virtually the mentor who has experience resource with whom to talk, reflect, same classroom experience as the learn- teaching with technology; brainstorm, or simply ask questions. ers. Not only do the new instructors Finally, all new instructors’ practice have a chance to observe classroom- the mentor assists the teaching sessions are videotaped. The tested teaching and technology tech- National Research Council found that niques, but the student role forces them new instructor with lesson time to reflect and analyze is critical in to actively engage with technology in preparation and provides incorporating any new teaching tech- order to complete the homework assign- nique.16 Accordingly, special time is allo- ments and classroom activities. In fact, insight and feedback cated in the schedule before and after the national accreditation guidelines call every practice teaching session. The new for “students [to] complete a sequence observing. Means and Olson found that instructor may view the videotape alone of courses or field experiences, which teachers need this honest feedback on or with a mentor and spend that time allows them to understand technology the strength and weakness of the les- reflecting on past teaching experiences as it relates to the subjects that they son when developing lessons involv- or upcoming ones. plan to teach.”12 By observing new tech- ing technology.13 Accordingly, in our At the conclusion of a practice teach- niques while experiencing the struggles faculty development workshop, after ing session, the new instructors con- of a student, the new instructors can gar- “playing the student” for several lessons duct the same review as the veteran ner new teaching methods and observe and having observed various teaching instructors did—explaining the teach- their effectiveness first-hand. and technology integration techniques, ing strategy, what they felt went well, the new instructors have the chance and what they could improve. Simi- Feedback to practice these teaching techniques larly, the “students” in the class give the At the end of every teaching session by presenting selected course lessons. new instructor feedback on the lesson’s by the veteran instructor, the faculty These practice sessions form the core strengths and weaknesses. As one new member modeling the lesson discusses of Phase Two. instructor observed, “The best part was the teaching strategy used and chal- learning alternate ways of presenting lenges faced. The new and veteran Practice and Feedback the information that I had just taught. instructors then give candid feedback The second phase of the program It was really fresh in my mind, and I on what they observed as the strengths involves setting aside time in the new really valued the feedback on the other and weaknesses of the lesson. This col- instructors’ schedules for designing and ways [to teach] that I may not have legial method of discussion and feed- practicing lessons; mentoring by experi- considered.” back benefits both the instructor mod- enced faculty; videotaping practice ses- Although the faculty development eling the lesson and the new instructors sions; encouraging reflection among the workshop is designed to introduce new
Number 4 2005 • EDUCAUSE QUARTERLY 29 faculty members to the process of teach- Shared E-Files. Another great technique ing with technology, the model would Every instructor is for sharing ideas is a common network be equally effective with more experi- file. We maintain an electronic file that enced faculty members. The key is to observed by another all instructors can access and encourage develop their comfort with the mechan- them to place on it any interesting Web ics of technology use, supported by a general psychology sites, video clips, classroom activities, core instructional group experienced instructor at some time and learning games that can be used to in using technology. Equally valuable, teach a lesson. Usually application of our department conducts the faculty during the semester to get the resource is obvious; however, if not, development workshop with a focus constructive feedback a simple explanation is put in the file as on the department’s core courses. This well. This method is a great way to build discipline-specific experience is more resources for current and future faculty. beneficial than participation in cen- ideas to encourage implementation For a particular lesson, an instructor tralized workshops within an institu- of new technology in the classroom. can usually go into the file and find tion. The English professor watching a First, we continue the mentorship pro- five or six technological applications. mechanical engineer show how she uses gram through the first semester. The For example, an instructor consulting technology in her teaching might feel mentor with whom the new instructor the lesson folder on “stress” would find more inhibited than inspired, whereas established a relationship during the several video clips illustrating different seeing how a colleague uses technology summer continues to be available for types of stress, Web links to news articles effectively in the same discipline would advice on technology and teaching on stress and reducing stress, and online more likely encourage the professor to throughout the following semester. assessments to determine whether adopt similar strategies. This concept One new instructor noted that she an individual is a Type A or a Type B underpins the third phase of the pro- would not get so tense and frustrated personality. gram—continued development through when trying to incorporate technology workshops, discussion, and mentorship if she had someone sitting beside her E-Mail. Often great ideas or technological within the department throughout the helping whenever she made a mis- applications are discovered the day of, school year. take.19 A mentor offers this person- or a few days prior to, teaching a lesson. alization, accessibility, and feedback. For these quick-response situations, we Continued Development Second, we establish a schedule of simply use an e-mail distribution list. After new instructors have completed classroom observations. Every instruc- For example, the following e-mail went the formal summer developmental work- tor is observed by another general out to all General Psychology instructors shop, several activities and programs psychology instructor at some time from a fellow instructor: ensure continued development and inte- during the semester to get construc- Folks, gration of technology in the classroom tive feedback. APA has recently launched a new and teaching repertoire. This approach website designed to highlight follows Cradler and Cradler’s finding Sharing Forums the application of psychological that although one-time workshops help Lastly, the program incorporates research to everyday life. I haven’t instructors incorporate and integrate several forums in which all instructors checked it out fully, but there are technology, it takes a long-term pro- can share ideas, lessons learned, and obvious links to what we discuss in gram for true effectiveness—continued successes. PL100 (e.g., there is a report under development, training, and mentorship the topic of “Improving Human are essential.17 As Clark and Solomon Weekly Discussions. Becker and Riel Performance” on the role of sleep). noted, “Transfer is somewhat more likely found that instructors who collaborate http://www.psychologymatters as a consequence of prolonged, continu- with other faculty demonstrate .org/ ous, and intensive application of newly exemplary use of computers and Margie developed skill and knowledge. . .”18 We instructional practices.20 Every week The Web site referenced would then try to incorporate this long-term vision all general psychology instructors meet be added to the common network file by implementing programs to continue to discuss the course. As part of this referred to earlier. technology integration training for all meeting, each instructor shares any faculty members. technology activity that proved useful, Institutional Programs did not work, or worked but with In addition to supporting ongoing Mentorship and Classroom glitches. We can share great ideas with development within the department, Observation one another and at the same time warn the institution should signal its com- Within the departmental group of of dangers and pitfalls encountered mitment to the use of technology for general psychology instructors, we when using a particular application or instruction with centralized activities. also incorporate several programs and Web site. For example, at West Point, the Center
30 EDUCAUSE QUARTERLY • Number 4 2005 for Teaching Excellence offers the TAL- made me a better instructor,” yielded did not know how to operate the ENT program (Teaching And Learning responses on a scale from “Strongly same type of equipment, but you Effectively using New Technology), Disagree” to Strongly Agree” with an do a quality job of combining our which provides a forum for discuss- average rating of 4.0. course objectives with the technol- ing common issues as well as a means The third statement, “The techniques ogy around you. for fostering communication among I learned during FDW for integrating Another student advised, departments about using technology technology into the classroom made I would continue to use media for learning. The TALENT brownbag for a more satisfying and rich teaching and Internet resources and games series is a monthly, academy-wide, experience,” drew responses on a scale to explain the information and hour-long exchange of ideas about from “Strongly Disagree” to Strongly give us a context to put it into. teaching with new technology. Gener- Agree” with an average of 4.5. The movies allow us to watch the ally an individual or team will present This feedback makes it evident that information in action and then what they are doing in the classroom the program met the stated goal of help- analyze it. The Internet articles in a particular discipline. ing faculty members integrate the avail- and games allow us to actually The sharing and talk across disci- able technology into the classroom. As apply what we have learned and plines about what works and what does one instructor summarized, see how well we know the infor- not is a valuable tool for continuing The instruction on the implemen- mation. education. The center does not attempt tation of technology within the In response to “What is the best basic development of faculty in using classroom (e.g., Blackboard, Inter- thing about this course?” students technology for instruction, however. net links, audio/visual equipment) consistently commented on the inter- In our experience, such development set the stage for my ability to use active atmosphere that technology is most successful within the individ- as much, or as little, as I wanted. It encourages and the excitement that ual academic departments. definitely has its advantages, par- technology lent to the course material. ticularly in being able to distribute Sample comments included Discussion supplemental material or to pro- I like how it is fun and the lessons To assess the effectiveness of our pro- vide students additional learning are exciting and not dull and lec- gram, we sought feedback from faculty experiences. It certainly opens the turish. The PowerPoint presenta- who completed the program as well as door for much more interactive tions and the clips to demonstrate from students who had been taught by aspects. the things we learned in class are these instructors. The results indicate great. that when instructors participated in the Student Feedback From another student, three-phase program designed to help It seems obvious that faculty who The best thing about PL100 is the show them how to integrate technology participated in this program would teaching method used by the pro- into the lesson plan, both the student find it worthwhile. How would faculty fessor. The classroom is equipped and the instructor had a richer, fuller participation affect students, though? with interactive teaching equip- classroom experience. As cited previously, studies show that ment and the powerpoint orga- student learning improves as a result nized the material into categories Faculty Feedback of incorporating technology, but we making them easy to learn. I feel We asked instructors to reflect on the wondered what West Point students I get more out of the actual class program after they had taught a year actually thought about the experience. than any other class. incorporating the tips and techniques So we asked them. According to another, they had learned. Specifically, we asked Student feedback on academy-wide It is excellent that there are always three questions with responses based end-of-course surveys completes the games, activities, and videos to on a five-point Likert-type scale. picture of the program’s effective- help tie lessons together instead The first question asked, “In your ness. The following sample comments of just simply taking notes and year of teaching following the FDW came from students taught by instruc- listening to lectures. [faculty development workshop], to tors who completed the program. In One student commented, “I like the what extent do you feel you had been response to the open-ended question digital videos and the external links prepared to integrate the available tech- from instructors, “What is one thing on Blackboard.” A last comment sums nology into your classroom?” Instruc- that I do well in the classroom that up the student attitudes nicely: tors responded on a range from “Not you would like me to continue doing?” The best thing about this course is Prepared” to “Well Prepared” with an students often highlighted the use of that it is very interesting and inter- average rating of 4.4. technology. For example, active. Because of this, I am able to The second statement, “The tech- I believe that you make great use of retain information longer and I am niques I learned during FDW for inte- all the technology around you. At more willing to learn the informa- grating technology into the classroom my previous college, my instructors tion and work hard.
Number 4 2005 • EDUCAUSE QUARTERLY 31 Conclusion to teaching feel safe and comfortable, 11. See Abbott and Faris, op. cit.; E. M. Wil- Integrating technology into the we may actually be doing a disservice to lis and P. Raines, “Technology in Second- classroom can be a daunting task. As our technologically advanced students. ary Teacher Education,” T.H.E. Journal, Vol. 29, No. 2, 2001, p. 54,
32 EDUCAUSE QUARTERLY • Number 4 2005