Make Room for the Computer Cart?

Incorporating Teaching Technology in a Non-equipped Classroom

Theresa Pesavento (LSS)&

Jonathan Klein and David Macasaet(LSS Media Services team)

Introduction•Fall recap

•Why discuss non-equipped classrooms?

•Accessibility

Brainstorming

•How do we define “technology”?

•How do we define “classroom”?

Pedagogy(or, “to consider”)

• Keep calm & carry on

• Lesson and learning goals

• Instructor-student relationship and student-student relationship

• “Information ecology”

• Ergonomics and space

Pedagogy(or, “to consider”)

• Focus of class

• Adaptiveness

• Impact of plan

• Students’ attraction to tech

• Digital literacies

• Technology necessary?

Pedagogy(or, “to consider”)• Respond to essential elements of teaching v. add-on

• Authentic learning v. gadget

• Instructional need v. personal comfort

• Imparting knowledge v. biding time

• Assessment v. extra work

Pedagogy(or, “to consider”)• What are your goals?

• How proactive can you be?

• How much time do you have?

• How often during the semester/class period will you need to adapt?

• Will you want to recreate this course/materials?

No technology?

Need technology?

Bring it inBring it in Assign it outAssign it out Take them toTake them to

Bring technology into the classroom

Scenario: Intro language class

2nd floor Van Hise

2nd floor Van Hise

25 students25 students

Overhead projector + blackboard

Overhead projector + blackboard

Meets every day

Meets every day

Goal: Collaborative brainstorming and creation

Blackboard + note cards

Blackboard + note cards

Media/images + projector

Media/images + projector

Checked-out equipment + lab time

Checked-out equipment + lab time

Student equipment + CS or Google

Apps

Student equipment + CS or Google

Apps

Multimedia creation: mobile iPad kit

•Consultation

•Goal and lesson planning

•Samples and examples: introducing to class

•Grading and standards

•Delivery

Multimedia creation: mobile iPad kit

Multimedia creation: mobile iPad kit

Assign or deploy technology out of

class

Scenario: 300-level art history course

Elvehjem building

Elvehjem building

Weekly lecture + discussion sections

Weekly lecture + discussion sections 60 students60 students

One class/2 weeks held in museum location

One class/2 weeks held in museum location

Goal: Interactive presentation & communication

Blackboard + images/drawi

ngs

Blackboard + images/drawi

ngs

Media/images + projector

Media/images + projector

Case Scenario Builder + electronic

text

Case Scenario Builder + electronic

textin-class QR code tour

in-class QR code tour

Reusable learning objects:

“flip” instruction•How to facilitate

•Student training

•Seamlessness between flip lecture and time in class

•Productive use of time on task

•Expectations and grading

Reusable learning objects:

“flip” instruction

Take the students to technology

Scenario: Senior psych seminar

Psych building

seminar room

Psych building

seminar room

Weekly power lecture/semi

nar

Weekly power lecture/semi

nar12 students12 students

WhiteboardWhiteboard

Goal: Situated learning & resource and referral

“Jigsaw” activity + note cards

“Jigsaw” activity + note cards

Authentic media +

projector

Authentic media +

projector

In-class role play + game creation

In-class role play + game creation

Student equipment +

simulated online game

Student equipment +

simulated online game

Distance mini-lesson:

Video and webconferecning•Time management and

in-class productivity

•Integration into course

•Expectations and accompanying activities

•Recap and wrap-up of what “experiential” activity offers and teaches

Environmental Studies• Background

• Students participate in a field demonstration of various sustainable technologies designed for use in the wake of natural disaster or other crisis.

• Significance for Teaching & Learning

• Students have access to events and authentic environments they otherwise have no practical way of experiencing.      

L&S Career Services• Background

• A U.S Government agency in Washington D.C. conveys first-hand experience to help students consider government service in their career.  

• Significance for Teaching & Learning

• Students dialogue with people possessing specialized expertise in course topics, unique perspectives & life stories.

Language Institute• Background

• Student participate in a panel discussion including a video conference participant currently studying in Russia.

• Significance for Teaching & Learning

• Students are exposed to cultures and languages in a more authentic way than readings, lectures, and websites.

Questions? Ideas?Come consult with us!

Theresa Pesavento: theresa@lss.wisc.eduJonathan Klein: jonathan@lss.wisc.eduDavid Macasaet: david@lss.wisc.edu