Silvia Tolisano’s recent post “Never was about technology – Time to focus on learning” raises the question of technology’s true contribution to the teaching/learning process. However, it was a quote from Conor Bolton that caught my attention and led me down a specific path of ideas:
“Poor teaching + technology = Expensive poor teaching“
I would have to agree with Mr. Bolton. Simply adding a specific technology to our instructional strategies does not automatically result in improved student learning outcomes. If anything, I am convinced we need to make improving our teaching skills a high priority. Just as we encourage our students to engage in methodical metacognitive habits, we should be engage in ongoing self-evaluation of our teaching, as well as researching and implementing sound pedagogical praxis. Perhaps the best teachers are also the best learners.
The specific path my thought followed after reading Ms. Tolisano’s post is probably somewhat afield of her intent, but it went something like this:
- We tend to teach as we were taught
- Outside schools of education, most academic disciplines do not teach one how to teach
- Most colleges/universities require only advanced or terminal degrees in a discipline in order to teach. Good pedagogical skills are not.
- Many faculty are not comfortable admitting they need to improve their teaching skills.
- Many institutions keep faculty so busy with teaching loads, advising, committees, research, etc. that finding time to improve teaching skills is difficult.
What would happen if an institution adopted a 5 year plan in which all faculty were required to both successfully complete a program of professional development designed to make them master teachers, and implement their master teacher skills in the classroom or online?
Granted, such a 5 year program would need to cover a broad range of issues, and I am not sure what would be covered. But, I think a radical approach that puts the importance of teaching quality on par with being an expert in a given discipline would put feet on institutional claims of excellence.
new service connecting Google apps to specific Moodle courses. This enables faculty to integrate Google apps directly into their Moodle courses, and to require students to use the Google apps to produce course assignments.
name, reminding users that they are connected to their online course.
was the fact we could not reliably upload any file with a size greater than 100Mb. Often it took 2, 3, 4, or more attempts to successfully upload a larger audio or video file. In one case it took us 3 weeks of trying to upload a large video.
If you do more than a small amount of audio recording you will eventually run into the problem of the “popping p’s” and the hissing of sibilent s sounds. A pop screen is the perfect solution, but the expense of a pop screens may be hard to justify in a time of shrinking budgets.
for recording high quality audio.