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The Use of Technology in Teaching and Learning FEEDBACK Feedback regarding the editorial content of this book or any of its essays should be directed toward the individual authors or the book’s editors. They (authors and editors) are solely responsible for the substance of the text. Feedback regarding technical matters of formatting or accessibility of this text via the online environment of the Internet should be directed to the Internet Editor. If you have any complaints or difficulties in accessing these materials, be sure to provide as detailed a description of your problem(s) as you can; you should include information about the browser you are using and the type of computer you are using. COPYRIGHT AND OTHER LEGAL NOTICES The individual essays and chapters contained within this collection are Copyright © 2018 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2018 Society for the Teaching of Psychology. You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author’s name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use). No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials. ISBN: 978-1-941804-49-0. SUGGESTED REFERENCE FORMAT WE SUGGEST THAT THE OVERALL TEXT BE REFERENCED IN THIS FASHION: Harnish, R. J., Bridges, K. R., Sattler, D. N., Signorella, M. L., & Munson, M. (Eds.). (2018). The Use of Technology in Teaching and Learning. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/ INDIVIDUAL CHAPTERS MAY BE REFERENCED IN THIS FASHION: Kavanaugh, M. (2018). The impact of technology on teaching and learning: Does anyone miss the chalkboard? In R. J. Harnish, K. R. Bridges, D. N. Sattler, M. L. Signorella, & M. Munson (Eds.). The Use of Technology in Teaching and Learning. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/ The Use of Technology in Teaching and Learning Edited by: Richard J. Harnish K. Robert Bridges David N. Sattler Margaret L. Signorella Michael Munson THE USE OF TECHNOLOGY IN TEACHING AND LEARNING WHAT TO EXPECT IN THIS COMPENDIUM 1. The Impact of Technology on Teaching and Learning: Does Anyone Miss the Chalkboard? 16 Mark H. Kavanaugh, Kennebec Valley Community College PART 1 – HOW TECHNOLOGY HAS RESHAPED HUMAN COGNITION 2. Teaching 21st Century Brains: Activating Working Memory in the Online World 26 Lauren M. Littlefield & Anna R. Gjertsen, Washington College 3. A “Toublesome Effort”: Focused Attention and Deep Processing in the Digital Age of 38 Teaching and Learning Deborah Gagnon, Wells College 4. When More Is Less: The Risks of Overscaffolding Learning 46 Bethann Bierer, University of Colorado – Denver 5. F-atal Distraction: The Impact of In-Class Media Multitasking on Students’ Classroom 54 Learning Amanda C. Gingerich Hall & Tara T. Lineweaver, Butler University 6. Student Response Systems: A Mindful Approach 66 Darren Iwamoto, Chaminade University of Honolulu & Jace Hargis, University of California, San Diego 7. The Impact of Technology on How Instructors Teach and How Students Learn 74 Sarah Elaine Eaton, University of Calgary PART 2 – EDUCATIONAL TECHNOLOGIES THAT INSTRUCTORS USE TO TEACH STUDENTS 8. Designing Group Work in Blended Learning Environments 82 Barbara Brown, University of Calgary & Norman Vaughan, Mount Royal University 9. Finding the Balance: Potential and Limits of the Hybrid-Blended Format 98 Darrell S. Rudmann, Shawnee State University 10. Incorporating Asynchronous Online Discussions in Blended and Online Education: Tools, 109 Benefits, Challenges, and Best Practices Natalie B. Milman, George Washington University 11. Enhancing Student Engagement in Asynchronous Online Courses 121 Michael R. Stevenson & Damien C. Michaud, University of Southern Maine Page | 3 12. Leveraging the Features of Learning Management Systems (LMSs) in Psychology Courses 128 Jessica J. Cerniak, The Chicago School of Professional Psychology 13. Strategies for Promoting Student Engagement in Synchronous Distance Learning 142 Michael Munson, TrekNorth Junior and Senior High School 14. OER: A Pathway to Enhance Student Access and Motivation 153 Anton O. Tolman & Seth Gurell, Utah Valley University 15. Technological and Cultural Considerations in Lower-Resource Environments: An Account 161 from the Pacific Islands Phililp Jefferies, Dalhousie University. Formerly at the University of South Pacific 16. Designing Inclusive Online Environments for Students with Disabilities 166 Amy Hebert Knopf, St. Cloud State University, Elise K. Knopf, State of Minnesota Vocational Rehabilitation Services, Stephen G. Anderson, Hamline University, & Walter J. Waranka, Lifetrack Resources 17. Digital Tools to Deliver Content and Allow for Interaction 175 Diana M. Milillo & Adam Pilipshen, Nassau Community College 18. Going Mobile in the College Classroom 187 Kimberly M. Christopherson, Morningside College 19. Integrating Academic Skills and Digital Literacy Training 193 Melissa Beers & Nicole Kraft, The Ohio State University 20. Moving Reading and Studying to the Screen: A Discussion of e-Books and Online Study 201 Tools Kara Sage, College of Idaho 21. Virtual Parenting: Applying Developmental Psychology 211 Natalie Homa, Thiel College 22. Student and Faculty Experiences with GoAnimate4Schools: A Case Study 221 Richard J. Harnish & K. Robert Bridges The Pennsylvania State University, New Kensington 23. Pesky Gnats! Using Computer Games And Smartphone Apps To Teach Complex Cognitive 231 Behavioural Therapy And Mindfulness Concepts To Children With Mental Health Difficulties Gary O’Reilly, University College Dublin 24. Online Activities for Teaching Students about Technology, Distraction, and Learning 248 Michelle D. Miller & John J. Doherty, Northern Arizona University Page | 4 25. Online Service Learning in Psychology: Lessons from Literature and Experience 259 Lindsay A. Phillips, Albright College, Jill K. Marron, Widener University, Chris Kichline, Albright College, Christina D. Fogle, Albright College, & Ellen Pillsbury, Albright College 26. Always in Style: Using Technology Tools to Help Students Master APA 268 Maria Zafonte, Grand Canyon University PART 3 – HOW SOCIAL MEDIA IS USED TO ENGAGE STUDENTS IN LEARNING 27. Class, Please Take Out Your Smartphone: Using Personal Response Systems to Increase 276 Student Engagement and Performance Lauren Stutts, Davidson College 28. A Survey of Effective Blogging Practices 284 Stephen B. Blessing, University of Tampa, Bethany Fleck, Metropolitan State University of Denver, & Heather D. Hussey, North Central University 29. #worthit? Integrating Twitter into Introductory Psychology Curriculum 295 Scott P. King & Mark Chan, Shenandoah University 30. Using PechaKucha in the Classroom 307 Jennifer Ann Morrow, University of Tennessee, Lisa Shipley, University of Tennessee, & Stephanie Kelly, North Carolina A&T State University Page | 5 EDITORS AND CONTRIBUTORS EDITORS Richard J. Harnish, The Pennsylvania State University, New Kensington Campus K. Robert Bridges, The Pennsylvania State University, New Kensington Campus David N. Sattler, Western Washington University Margaret L. Signorella, The Pennsylvania State University, Brandywine Campus Michael Munson, TrekNorth Junior and Senior High School CONTRIBUTORS Stephen G. Anderson, Hamline University Melissa Beers, The Ohio State University Bethann Bierer, University of Colorado - Denver Stephen B. Blessing, University of Tampa K. Robert Bridges, The Pennsylvania State University, New Kensington Barbara Brown, University of Calgary Jessica J. Cerniak, The Chicago School of Professional Psychology Mark Chan, Shenandoah University Kimberly M. Christopherson, Morningside College John J. Doherty, Northern Arizona University Sarah Elaine Eaton, University of Calgary Bethany Fleck, Metropolitan State University of Denver Christina D. Fogle, Albright College Deborah Gagnon, Wells College Anna R. Gjertsen, Washington College Seth Gurell, Utah Valley University Amanda C. Gingerich Hall, Butler University Jace Hargis, University of California, San Diego Richard J. Harnish, The Pennsylvania State University, New Kensington Natalie Homa, Thiel College Heather D. Hussey, North Central University Darren Iwamoto, Chaminade University of Honolulu Phililp Jefferies, Dalhousie University. Formerly at the University of South Pacific Page | 6 Mark H. Kavanaugh, Kennebec Valley Community College Stephanie Kelly, North Carolina A&T State University Chris Kichline, Albright College Scott P. King, Shenandoah University Amy Hebert Knopf, St. Cloud State University Elise K. Knopf, State of Minnesota Vocational Rehabilitation Services
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