Making Instructional Technology Manageable

Some faculty tend to look at instructional technology as something they must do, whether they want to or not. In general, that's probably not true, at least with respect to the technology for its own sake. But most colleges expect their faculty to keep current in the pedagogy of their discipline. These days, many pedagogical changes are motivated by technology. Moreover, some academic departments have explicit goals concerning the use of technology. The individual faculty member must consider all these elements.

The rate of change that the information revolution has brought us is simply numbing. Fortunately, the technology is not monolithic. E-mail, BlackBoard, or assigning URLs for class research are relatively low overhead undertakings. Perhaps e-mail could replace an existing requirement, or BlackBoard could be used by students in groups, which require less faculty interaction. There are many ways to start slowly, and gain experience. Each year, new technological options come to the fore. Getting one's feet wet is the best way to prepare.

Many faculty don't want to simply "layer on" more responsibilities for themselves for each class they offer. At some point, however, the technology may suggest a way to transform the manner in which a course is offered, rather than simply augmenting it. This is especially true of methods like "discovery" laboratories, or other forms of "active learning".

Some tips and issues to consider when using technologies in the classroom follow below.

Before Class

1. Practice the technology yourself. Become comfortable with its uses and quirks.
2. Decide why you are using the technology. Set clear pedagogical goals.
3. Prepare a backup plan for technology failures - try to anticipate hardware and software problems that you or your students may experience. Will you require students to provide hard copies of their work in case of technical problems?
4. Prepare clear criteria for grading and performance expectations.

• What percentage of the final grade will be based on on-line participation?
• How are you distinguishing between fulfillment of the assignment and technical or even typing proficiency? How much does each aspect count? Are the two inextricably linked?
• Will your expectations take into account a students' computer literacy?
• Will your students need out-of-class technical training? In-class time?
• How frequently will you expect postings if using an on-line discussion board? How long should they be? How much do you care about grammar and spelling? Do you expect formal conventions? Can students participate at any time or do you want out-of-class "meetings?"
• What are your penalties for flaming?
• What role will you play in the discussions? Lurker? Monitor? Leader?
• Are topics student or teacher generated? Are discussions student or teacher centered?
• What response time do you expect for postings?

When Class Begins

1. Ascertain the class level of computer literacy. Don't assume proficiency. Tell them explicitly what level of technical skill is expected/required for your course. Stick to it. Your Resource Specialist can assist in providing the additional training your class may need.
2. Distribute policy on netiquette and your posting expectations and grading criteria.
3. Set the tone: be positive about technology and explain to your students that it is an integral and important part of the course, not just bells and whistles.
4. Model expected responses and behavior and reinforce positive student responses.
5. If you choose to facilitate or lead on-line discussions:
   • Keep discussions on track
   • Encourage depth
   • Occasionally summarize track of discussion

Conclusion

When properly selected, information technology enhances learning rather than distracting from it, adds to learning rather than simply adding to class requirements, and enhances the student's experience. At its best it reinvigorates learning. The cornerstone of success is the experience and pedagogical insight of the instructor, without which the most expensive technology or the most well-elaborated support systems will be for naught.

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