Technology Enhanced Instruction
Using Technology to Support Learning inside the Classroom
Using technology inside the classroom can significantly enhance student engagement and participation. Digital tools like audience responses systems (ARS), interactive whiteboards, and real-time collaborative platforms help create a more interactive and dynamic learning environment by allowing students to engage with course concepts, and with one another, in real time. In-class teaching technology can help boost engagement and accountability by inviting each student (and not just a minority of hand-raisers) to answer questions, solve problems, and actively participate. Finally, tech tools can increase student motivation and metacognitive awareness by making visible the messy process of solution-finding, by normalizing mistakes, and by harnessing the power of collaboration.
Audience Response Systems (ARS)
Audience response systems allow instructors to collect student responses and share aggregate results in real time. Many digital response systems (also known as polling software) come with the option of generating compelling visualizations like graphs, pie charts, or word clouds. Apart from its inherent interactivity, polling technology can support a number of important pedagogical purposes: sparking curiosity, assessing prior knowledge, gauging the understanding of new concepts, initiating class discussion, providing immediate feedback, identifying sticking points, boosting motivation, encouraging collaboration, and building metacognitive skills. While audience response systems are especially effective in supporting active and collaborative learning in large classrooms, they can also be an effective tool for enhancing (and anonymizing) student participation in any size classroom. In addition to supporting student engagement, polling systems provide valuable data for the instructor: tracking student understanding in real time can help guide adjustments and customize teaching approaches to meet the needs of each particular student cohort. Popular tools like Poll Everywhere, Top Hat, Mentimeter, and Kahoot! offer free versions as well as expanded subscription-based options.
Interactive Whiteboards
Interactive whiteboards offer an engaging way to display content, annotate documents, and facilitate real-time collaboration. Unlike traditional whiteboards, interactive whiteboards allow instructors and students to directly manipulate imported content, promoting dynamic participation and active learning. Interactive board technology allows instructors to mark up visual elements, (e.g., diagrams or charts) in order to illustrate complex concepts and focus student attention. For example, in a biology class, a professor can use an interactive whiteboard to showcase 3D models of cells or organisms, diagramming the components in real time. In addition to supporting direct instruction, many interactive whiteboards promote class participation by allowing students to add comments, solve problems, or mark up illustrations without leaving their seats. This function can be especially helpful for collaborative problem-solving or revision activities. (Some interactive boards include a recording feature, providing a robust video archive of the class session for out-of-class review and study.) While interactive whiteboards are especially effective for classes with design or problem-solving components, they can be used in any discipline to enhance lectures, increase in-class interactivity, or foreground problem-solving/creative processes.
Multimedia
Instructors can help boost learning, engagement, and accessibility by including multiple media in their class sessions. For example, a short video can help reinforce a difficult concept during a lecture; a podcast can provide multiple perspectives on a course topic; an image projected at the start of class can help jumpstart discussion, and so on. Visualization tools such as concept mapping software, interactive timelines, and infographics can be used by instructors to enhance content delivery or by students to map out the conceptual schema of a lecture, module, or course. A multimodal approach can also help instructors intentionally incorporate Universal Design for Learning (UDL) principles in their courses by offering multiple means of access to course content, multiple options for engagement, and multiple avenues for students to demonstrate learning.
- Check out this teaching tip on Universal Design for Learning
- Check out this teaching tip on building knowledge organization systems
Video Conferencing
Video-conferencing is most commonly used in synchronous online learning but it can be used effectively in all course modalities. Video-conferencing platforms like Zoom and Microsoft Teams allow instructors to deliver lectures, facilitate discussions, host office hours, and create structured time for group projects. Video-conferencing technology can foster wide-ranging academic and professional connections by giving students access to virtual guest speakers, virtual conferences, and international collaborations. Finally, video-conferencing platforms provide a flexible way to accommodate students with varying schedules or those in remote areas, enhancing inclusivity and extending the reach of educational opportunities. Platforms like Zoom provide a surprising wealth of interactive capacities: in addition to much utilized features like breakout rooms and chats, instructors can engage students in active learning with the use of polls, interactive whiteboards, annotation tools like highlighters and stamps, dynamic emojis, and more.
Using Technology to Support Learning Outside the Classroom
Technology can play an essential role in extending learning beyond the classroom. Online discussion boards, blogs, social annotation platforms, and other collaborative tools enable learners to engage with course materials (and with their peers!) between class meetings. Online instructional videos can also be effective in providing students with preliminary content exposure in order to free up valuable class time for more conceptually challenging activities such as problem-solving, case studies, or role playing, either as part of a fully flipped classroom, or as an active learning enhancement in any course.
Discussion Boards and Blogs
Online discussion boards and blogs provide a space for students to ask questions, share resources, and participate in exchanges outside of structured class time. Discussion boards are typically set up within the Learning Management System (LMS) as a collaborative threaded conversation. They are often associated with online courses, but can be an effective way to extend learning in any class. Blogs are not typically organized as a threaded discussion; they appear as a series of posts displayed in reverse chronological order. The most common types of blogs used in college teaching are course-level blogs (where all students post entries and see/comment on each other's posts) and student journals (where only the instructor can see student posts). In addition to whole-class blogs and discussion boards, instructors can set up small-group discussion and blog assignments within the LMS to allow for more comfortable student communications.
Interactive Multimedia Discussion Tools
Interactive multimedia discussion tools incorporate video, image, or audio files in addition to text-based discussion. One example is VoiceThread, a versatile interactive learning platform that allows users to create multimedia presentations combining text, images, and videos. Students and instructors can comment on the presentations using voice, text, or video to create a vibrant, interactive, multimodal conversation. Students can use VoiceThread to analyze and discuss course materials, collaborate on projects, and provide peer feedback, accessing the platform directly from their Learning Management System (LMS). A simpler multimodal collaborative platform is the LMS-based Wiki, where students can add text, videos, images, links, and other content to a shared page.
Digital Annotation
Digital annotation allows students to process course readings, while allowing instructors to gain insight into students' reading process. One strategy is to provide digital resources such as textbooks or articles that allow students to individually mark-up text with embedded notes and highlights. Social annotation is a more interactive form of digital annotation, where readers engage not only with the primary document but also with each other's comments. Social annotation platforms like Hypothesis or Perusall allow students to actively process digital texts or web pages by adding notes or comments right within the text. Instructors can adjust settings to make all comments immediately visible or reveal comments only after a student has posted their own. The readings can also be pre-populated with instructor comments. Well-structured digital annotation assignments can significantly improve reading comprehension and critical thinking by slowing down the reading process, preventing over-reliance on AI-generated digests, and directing student attention to specific parts of the text. Social annotation can also help build community and promote collaboration as students read, respond to, like, and/or tag one another's annotations.
Instructional Videos
Instructional videos are an excellent resource for all teaching modalities. By combining spoken explanations with visual input, instructors can present complex concepts in an engaging manner, and break down complex topics into smaller, more manageable segments. Instructional videos allow students to learn at their own pace, giving them the option of pausing, rewinding, and reviewing content as needed. Instructors can record themselves lecturing to the camera (ideally for no longer than ten minutes at a time) or enhance the recordings with additional features like animations, diagrams, or on-screen text. To ensure student engagement, instructors can also create interactive videos where students are periodically prompted to answer questions, solve problems, or otherwise actively engage with the content. Interactive video platforms like Annoto allow students to engage in discussions and collaboration while watching instructional videos. Drexel instructors can create instructional videos for their courses using Kaltura (Drexel Streams) and add interactive features using Kaltura, Annoto, or Camtasia software.
- Check out this teaching tip on creating effective video lectures
- Check out Drexel Informational Technology Group (ITG) Kaltura information page
- Check out Drexel Information Technology Group (ITG) Camtasia information page
Considerations for Using Technology to Support Learning
When selecting teaching technology, instructors need to consider not only pedagogical goals, but also accessibility, privacy, and ease of use. While students use digital technology in their academic and non-academic lives, they may not be familiar with educational technology tools, or may not have had much experience using technology for academic purposes. It is imperative to provide clear instructions so that teaching tech tools do not become a barrier to learning. Instructors should also protect students' digital privacy and security. Finally, all educational technology used in academic courses needs to be accessible in order to ensure an equitable learning environment.
Accessibility: Ensuring Inclusive Learning
Accessibility is a critical consideration when integrating teaching technology into any course. The Universal Design for Learning (UDL) framework helps instructors incorporate accessibility into their course design from the start. For example, any digital tools or platforms selected for a course should be designed with accessibility in mind (features to look for include screen reader compatibility, closed captions, and adjustable text sizes). Whenever possible, alternative formats should be provided for course content (for example, transcripts for video lectures, audio descriptions for visual content, text-based alternatives for interactive elements). Regular feedback from student users can help instructors learn about accessibility needs and/or user experiences, and make necessary adjustments to course materials, organization, and delivery. Instructors can reach out to Drexel's Instructional Technology Group for support in making course materials accessible.
Security and Privacy
Technology tools pose risks to privacy and security, so it is essential to ensure that any tools or platforms integrated into courses comply with institutional policies and legal requirements regarding data protection and security standards (for questions regarding software security and/or privacy, instructors can contact Drexel IT). Instructors should pay attention to privacy settings and data handling practices of educational technologies and regularly review their terms of service to stay informed about potential changes in data practices. Instructors should never share student personal data and always ensure that sensitive information is handled in a secure and compliant manner. Finally, it is important to educate students about appropriate uses of technology in academic or professional contexts, including online security, privacy, and digital footprint concerns.
Instructions and Support
Effective integration of learning technology requires clear instructions and robust support. When introducing a new tool or platform, it's important to provide detailed guidelines on how to use it, such as step-by-step instructions, video tutorials, or FAQs. (A dedicated section in the LMS will help students access these resources easily.) It is also important to offer ongoing support so that students can navigate new technologies with confidence and ease. Instructors can provide support through email, by answering questions in a troubleshooting discussion forum, or by setting up a robust peer-support system. Students and instructors can also seek out university-wide resources, such as those provided by Drexel's Instructional Technology Group (ITG).