McGettigan, Paper-Free Classrooms

Over the years in the history of Education, Educational Technology has taken New Avatars from the Programmed Learning Movement to the present era of Web 2.0 Technologies and Social Media. By using Social Media Platforms such as Wikis, Blogs, WhatsApp, Facebook and Twitter in the classroom, teachers have seen an increase in achievement and classroom participation – even less sociable students have become more participatory. Tablets not only offer the present digital learners the chance to browse for information in quick fashions, but they also allow them to more easily collaborate on projects and become more engaged in their learning process. They have become exceptional tools that soon every classroom will strive to have. The Smartphones, like the tablet, have had different receptions. In addition to providing access to social media platforms which allow students to more freely interact, the Smartphones also provide easy access to useful information which betters a child’s overall learning experience. They also offer numerous apps designed to help students better budget their time and create more efficient schedules to complete their school work. Like never before, students are able to access any type of information about any subject matter through free web resources. They choose Khan Academy, YouTube, NROER, OER and numerous other forums which have bettered the learning experience and allowed student access to resources necessary to supplement their own education. Since the start of online programmes, anybody is able to pursue education anytime, anywhere. “With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centered, lecture-based instruction to student-centered, interactive learning environments” (John Daniel, 2002). Today, the world of education stands loaded with unprecedented hope for a new paradigm of ‘anybody, anytime, anywhere learning’ through collaborative and constructive pedagogical models, thanks to the all-new web technologies. According to Douglas Kellner (2008), this technological revolution will have a greater impact on society than the transition from an oral to a print culture. George Siemens (2009) observed, “Technology is altering (rewiring) our brains. The tools we use define and shape our thinking”. Today’s teachers, whether in school or college are working with students whose entire lives have been immersed in the 21st century media culture.“The previous teaching practices of teacher directed, ‘chalk and talk’ no longer can engage the learner, nor can it provide the learner with the knowledge needed to connect and stay connected in this digital era (Siemens, O’Neill & Carr, 2008). The New York Times (2011) observed, “Learning, like culture, is a dynamic thing. It was an oral thing once, then it became a printed thing and is becoming a digital thing.” The much-hyped 21st century education is bold. It breaks the mold. It is flexible, creative, challenging, and complex.

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PS: Political Science & Politics, 2006

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With continual advances in technology, the discussion on what teaching methods are most effective for enhancing student learning and improving student achievement is an ongoing one. This was highlighted in a recent report to the European Commission where Androulla Vassiliou European Commissioner for Education stressed ‘the importance of technological innovation in higher education’. The textbook has been largely replaced by digital technology but the pros and cons of both are in constant discussion which evolves as technology develops and empirical research uncovers more findings. Educational psychologists and the technology industry closely monitor developments, with billions worth of state funding at stake in an industry which generates large scale revenues and employment and is booming across the world. The aim of this dissertation to further develop this ongoing discussion about which medium is most beneficial to learning and the argument about whether good design of the material used to teach with is more relevant. The objective is to ascertain whether any one method or medium is superior over the rest or indeed whether this is a worthwhile argument. Using recent research and findings from the past 60 years up to the present, evaluations are made of the relative merits of the various media employed in teaching. The media examined in this dissertation begins with printed matter such as the traditional textbook and the pros and cons of printed matter versus digital text on-screen are discussed. Following this, the attributes of a combination approach, where a variety of media is used at once in the imparting of knowledge, is explored. How the human brain processes new information and published theories that support this, provides the background to the benefits of muti-media learning. As the dissertation deals with teaching and learning in higher or third level education, in this case these theories refer to how adult students acquire knowledge. Finally the merits of digital video as an instructional tool is assessed and its benefits and drawbacks in both educational and cultural contexts. The significance of video as a precursor to what is now known as educational technology is highlighted and the dissertation concludes that we are indeed headed towards a ‘paperless world’. Speculations are made about developments in digital technology and how it will be used to designed and deliver instruction in the near future . This includes predictions for continued expansion in the field of e-learning in particular for professional and employee training.

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Center for Teaching and Learning, 2012

By Dr. Mark D. Bowles History Professor, American Public University I believe that the greatest asset of the online classroom is its technological potential to engage students with remarkable new teaching strategies that are sometimes impossible to emulate in an on-ground classroom. Over the past four years I attempted to evolve my own teaching techniques in ways that enable students to gain the most out of our digital classroom. This is something that educators Kay Lehmann and Lisa Chamberlin call the “radical truth.” Their book, “Making the Move to eLearning,” argues that online learning can actually be “better than traditional education” when properly facilitated. While this may be possible, it’s my assertion that two minimum components are required in order for educators to ensure that their students receive the best learning experience. It requires (1) an active teaching presence and (2) leveraging the latest developments in technology. When teaching I attempt to accomplish the first component through my forum philosophy and the second component through my personal videos approach. Component 1: My Forum Philosophy Herbert Baxter Adams was a founder of U.S. professional history. In 1884 he wrote a book, “Methods of Historical Study,” which described how he taught history to male graduate students at Johns Hopkins University and to female students at Smith College. He wrote, “The comparative method of reading and study is followed by means of assigning to individual members of the class separate topics, with references to various standard works. These topics are duly reported upon by the appointees… which are discussed at length by the class.” I model this approach to forums in all of my online classes. A student has to post a main response to a common forum question by Thursday of each week. Once the student submits the post, I comment on it directly. I will share a related piece of knowledge, link the student to another resource, and then ask a unique follow-up question. I use this approach consistently for all my students and they’re required to research information and complete their answers by Sunday. I recall a remarkably different experience during my Ph.D. seminars in the ‘90s at Case Western Reserve University when a professor would mention an important book that I needed to review. It was usually late at night, so the next day I would walk to the library (often in the snow because it was in Ohio) and see if the library had it available. If not, I would order it on interlibrary loan. A couple of weeks later the book arrived and by that time I often forgot why I was so interested in reading it in the first place. Now that we’re out of the “technological dark ages,” students are better enabled to translate my book suggestions into an immediate learning experience—all thanks to modern technology. The unlimited and immediate access to research that technology affords students makes for a powerful learning experience. In a way, online education has become an indispensable learning tool. Component 2: My Personal Videos A second and equally valuable educational tool is the use of personal video technology, which I use often to enhance instruction. In my videos I discuss key topics, course expectations, and I provide a little information about myself and my approach to the subject. This supports my belief that what really matters is that the instructor must provide a tangible social presence that’s mediated by technology. For example, I recently created a video entitled, “The History of Science” for a graduate class (https://vimeo.com/46840287) In another course, on History and Popular Culture, I use a green screen so that I can incorporate background images behind me to make the content more engaging for the students. (https://vimeo.com/29901003) These videos serves multiple functions. 1. It’s fun and engaging for students and the professor 2. The intention is to provide an interesting overview of the class 3. It accomplishes what is sometimes missing with an online instructor—a connection to his or her personality. In my videos, I often open up about myself and sometimes I include family members in the discussion. Why? My students respond positively. They get to know me as a real person who also values them as individuals. It’s my hope that this personal touch encourages students to open up in return and share their opinions and ideas throughout the class. And it works. Throughout my teaching career I’ve discovered my own radical truth; student outcomes are directly related to how well the instructor engages the class. Technology by itself is never enough, no matter how advanced. It’s only a tool, but it holds incredible potential for educators who are actively present and constantly interject the human element into the online classroom. When executed properly and with personal passion, I believe that the online classroom in many ways can transcend traditional forms of education. About the Author: Mark D. Bowles is Professor of History at American Public University System. He earned his Ph.D. from Case Western Reserve University in 1999, and he has authored or co-authored twelve books focusing on the history of science and technology.

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Description Over the past 50 years, we have witnessed a revolution in how technology has affected teaching and learning. Beginning in the 1970s with the use of television in the classroom, to video teleconferencing in the 1980s, to computers in the classroom in the 1990s, to the social media technologies of today, advances in information technology are affecting how students learn and how faculty teach. Indeed, recent research suggests that information technologies may be both beneficial and harmful to how students learn. Some findings (e.g., Green & Bavelier, 2012) suggest that today’s students have improved visual-spatial capabilities, reaction times, and the capacity to identify details among clutter but show a decline in attention and critical thinking compared to yesterday’s students. Thus, the challenge for faculty is to determine which technology to employ so that it will facilitate learning for students. This is no small feat as each new wave of advancements in information technology has produced an ever-increasing variety of tools from which to choose.ISBN: 978-1-941804-49-0 Blessing, S. B., Fleck, B., & Hussey, H. D. (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/

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Teaching Theology and Religion, 2002

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Over the years in the history of Education, Educational Technology has taken New Avatars from the Programmed Learning Movement to the present era of Web 2.0 Technologies and Social Media. By using Social Media Platforms such as Wikis, Blogs, WhatsApp, Facebook and Twitter in the classroom, teachers have seen an increase in achievement and classroom participation – even less sociable students have become more participatory. Tablets not only offer the present digital learners the chance to browse for information in quick fashions, but they also allow them to more easily collaborate on projects and become more engaged in their learning process. They have become exceptional tools that soon every classroom will strive to have. The Smartphones, like the tablet, have had different receptions. In addition to providing access to social media platforms which allow students to more freely interact, the Smartphones also provide easy access to useful information which betters a child’s overall learning experience. They also offer numerous apps designed to help students better budget their time and create more efficient schedules to complete their school work. Like never before, students are able to access any type of information about any subject matter through free web resources. They choose Khan Academy, YouTube, NROER, OER and numerous other forums which have bettered the learning experience and allowed student access to resources necessary to supplement their own education. Since the start of online programmes, anybody is able to pursue education anytime, anywhere. “With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centered, lecture-based instruction to student-centered, interactive learning environments” (John Daniel, 2002). Today, the world of education stands loaded with unprecedented hope for a new paradigm of ‘anybody, anytime, anywhere learning’ through collaborative and constructive pedagogical models, thanks to the all-new web technologies. According to Douglas Kellner (2008), this technological revolution will have a greater impact on society than the transition from an oral to a print culture. George Siemens (2009) observed, “Technology is altering (rewiring) our brains. The tools we use define and shape our thinking”. Today’s teachers, whether in school or college are working with students whose entire lives have been immersed in the 21st century media culture. “The previous teaching practices of teacher directed, ‘chalk and talk’ no longer can engage the learner, nor can it provide the learner with the knowledge needed to connect and stay connected in this digital era (Siemens, O’Neill & Carr, 2008). The New York Times (2011) observed, “Learning, like culture, is a dynamic thing. It was an oral thing once, then it became a printed thing and is becoming a digital thing.” The much-hyped 21st century education is bold. It breaks the mold. It is flexible, creative, challenging, and complex.

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American Journal of Pharmaceutical Education, 2010

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