Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching
As more instructors are venturing into online teaching and learning, it’s vital to take a pause and apply best practices instead of re-inventing the wheel or attempting to try all the brand-new technological tools. Derek Bruff’s (2019) Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching shares seven principles that guide instructors to incorporate technology into meaningful student learning experiences. The underlying advice is that the course’s learning outcomes and goals should drive our technology choices. Instead of asking, “How do I use Panopto?” the question becomes “Why should I use Panopto in this course?”
Bruff proposes seven principles that inform teaching in the online environment. Good teaching, in all contexts, includes formative assessment in order for instructors to identify students’ learning needs and misconceptions. This type of developmental agile teaching “involves finding out what students are learning, what misconceptions and difficulties they have, and what perspectives and experiences they bring to the table, then meeting that particular group of students where they are and helping them go deeper with the material” (p.75). The seven principles informing online teaching include:
1. Times for Telling- Give students a challenge or problem that prepares them for the learning to come.
Practical advice: Think about using the element of surprise to engage learners.
2. Practice and Feedback- To learn new skills, students need to practice those skills and receive feedback on that practice.
Practical advice: Feedback can come from the instructor, teaching assistant, and fellow students.
3. Thin Slices of Learning- The more we understand what and how our students are learning, the more responsive we can be to their learning needs.
Practical advice: If you suspect that students’ hold a common misconception, use a multiple-choice question to reveal (and confirm) trends in student thinking.
4. Knowledge Organizations- Provide students with visual ways to organize their knowledge because it helps them remember and use that knowledge.
Practical Advice: Provide time for students to reconsider their visualization at the end of the course to reflect on their learning.
5. Multimodal Assignments- When students use different types of media to engage with new course material, they’re better equipped to learn that material.
Practical Advice: Give students some autonomy over an assignment such as choosing the topic or the expression of learning.
6. Learning Communities- Structure ways for students to learn with, and from, each other to enhance their learning experiences.
Practical Advice: Encourage students to connect what they are learning in the class to their own personal experiences and professional interests.
7. Authentic Audiences- Connect students with authentic audiences to enhance their motivation towards deeper learning.
Practical Advice: With permission, share selections of student work. It’s not necessary to display all student contributions publicly.
What happens when instructors are online and can’t see the students nodding in agreement in the classroom or sense their spark of understanding? One tip for larger classes is to use multiple-choice questions to assess the overall trend in student thinking. (You can consult Tips for Managing Your Large Online Class for other suggestions.) At times, the appropriate use of technology can provide another mode for instructors to gauge how students are learning. Bruff shares the story of history professor Monica Rankin (University of Texas at Dallas) live-tweeting readings by using a class hashtag to add depth to classroom discussions and provide insights into students’ learning. When developing these assignments, it’s important to include opportunities for students to practice this form of assessment and receive feedback on their work in progress.
For new and seasoned online instructors, continuously asking how an online tool can foster student learning experiences and success can add value to using technology intentionally. As Bruff concludes, it’s up to the instructor to design meaningful learning experiences for students, such as utilizing Wikipedia entries, Twitter posts, or crowdsourcing rubrics – what would you intentionally create for students? Let us know on Twitter using the #DALOnline!