Classroom Technology: Identifying Strategies to Enhance ...
Classroom Technology: Identifying Strategies to Enhance Engagement and Reduce Distraction Melanie VanDyke, PhD Lauren Wong, PhD Kristin Hegna, PharmD Candidate Margaret Weck, PhD
What brought you to this session? • To get practical strategies • To share useful techniques you have used • To problem-solve student distractions • To share common pitfalls with technology • Other reasons?
The 1990’s: Technology as the “Savior” of Education1, 2 • • • • • • •
Improved access & reduced costs Convenient information gathering & sharing Note-taking Collaboration & communication Organization & efficiency Ability to address special needs Many options: laptops, tablets, cell phones, PDAs
• Increases in GPA, standardized tests? Evidence is conflicting
2016: Technology as a Distraction1,3 Shift over last two decades: • Instant messaging & social media • More susceptible to distraction during low-interest learning tasks4
• • • • • •
Surfing the web Playing games Watching movies Reduced perception of ability to multi-task Distraction of other students Overreliance • Recognize and prepare for potential failure
Where do we go from here? • “School programs integrating laptops into schools have a positive impact on student learning. However… laptop use [does] not achieve the goals of increasing higher-level thinking and transformation of classroom teaching methods.” 4 • Our perceptions of technology mirror the continuously changing landscape of available technologies and gadgetry.
How can we use technology to enhance student engagement? • • • •
Integration of meaningful activities Experiential learning Practicing higher-level thinking in class Balance students’ need for instruction with their desires for self-directed learning
Teaching Experiences with Technology • What do you see going on in your classrooms? • Classroom Problems (Topic Groups) • Underlying reason for the problem • Potential Strategies
• We will give 3 examples of how we used our own incorrect assumptions about students to identify and address underlying problems.
Identifying the Underlying Problem: Incorrect Assumptions Prevent Engagement and Learning Common unmet expectations for students (myths): • Attentive, active learners • Prepared for this class • Participate • Confidant • Articulate • Self-aware • Should know what they know and what they don’t know • If they don’t understand they will ask • Other
Sample Incorrect Assumptions and Suggested Strategies to Increase Engagement • Dr. Wong: “Students should be interested and active participants in lecture (lower division).” • • • •
Polls are a quick and easy way to survey students during class. Quickly assess students’ understanding and help instructors adjust pace and content. Low stakes participation Projecting student data onto screen • Makes it more relevant to them. • Easier to understand and remember.
Sample Incorrect Assumptions and Suggested Strategies to Increase Engagement • Dr. VanDyke: “Students should be prepared and articulate discussants to prepare for written assignments (upper division)” • Discussion questions via Online Forums prior to class to guide their reading and to know what they should be thinking about when they are reading.
• Enhances preparation and willingness to participate
Sample Incorrect Assumptions and Suggested Strategies to Increase Engagement • Dr. Weck: “Advanced students should be able to articulate when they need more information.” • Provide structured instructions to guide their process as they develop these skills
Your turn: Break into groups to discuss potential solutions for identified problems • Engage participants’ creativity in generating realistic/reasonable teaching tools • Break up into groups based on topics (majority of time): • Identify underlying problem • Brainstorm potential solutions • Evaluate • (If others have tried this technique, what were the outcomes?)
• Describe 1-2 potential solutions to try per problem • Report to larger group
Large Group Discussion • Wrap up: How will we know if it worked? • Assessing Engagement • Fewer students say they don’t know what the instructor wants on course evaluations • Increased student performance on comprehension related items • Student Engagement Instrument 5
Closing Thoughts • Technology is here to stay, so we need to find good compromises. • One policy doesn’t fit all, neither all classes nor all students. • Look for things that help direct student attention to that which is most important for course/subject/topic, which means we need to know what is most important. • We don’t have all of the solutions, but we can send you what we came up with today, if you will give us your email.
References 1.
Kay, R.H. & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1), 1-18.
2.
Sung, Y., Chang, K., & Liu, T. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275.
3.
Downs, E., Tran, A., McMenemy, R., & Nahom, A. (2015). Exam performance and attitudes toward multitasking in six, multimedia-multitasking classroom environments. Computers & Education, 86, 250-259.
4.
Gupta, N. & Irwin, J.D. (2016). In-class distractions: The role of Facebook and the primary learning task. Computers in Human Behavior, 55, 1165-1178.
5.
Appelton, J.J., Christenson, S.L., Kim, D, Reschly, A.L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44, 427–445.
What brought you to this session? • To get practical strategies • To share useful techniques you have used • To problem-solve student distractions • To share common pitfalls with technology • Other reasons?
The 1990’s: Technology as the “Savior” of Education1, 2 • • • • • • •
Improved access & reduced costs Convenient information gathering & sharing Note-taking Collaboration & communication Organization & efficiency Ability to address special needs Many options: laptops, tablets, cell phones, PDAs
• Increases in GPA, standardized tests? Evidence is conflicting
2016: Technology as a Distraction1,3 Shift over last two decades: • Instant messaging & social media • More susceptible to distraction during low-interest learning tasks4
• • • • • •
Surfing the web Playing games Watching movies Reduced perception of ability to multi-task Distraction of other students Overreliance • Recognize and prepare for potential failure
Where do we go from here? • “School programs integrating laptops into schools have a positive impact on student learning. However… laptop use [does] not achieve the goals of increasing higher-level thinking and transformation of classroom teaching methods.” 4 • Our perceptions of technology mirror the continuously changing landscape of available technologies and gadgetry.
How can we use technology to enhance student engagement? • • • •
Integration of meaningful activities Experiential learning Practicing higher-level thinking in class Balance students’ need for instruction with their desires for self-directed learning
Teaching Experiences with Technology • What do you see going on in your classrooms? • Classroom Problems (Topic Groups) • Underlying reason for the problem • Potential Strategies
• We will give 3 examples of how we used our own incorrect assumptions about students to identify and address underlying problems.
Identifying the Underlying Problem: Incorrect Assumptions Prevent Engagement and Learning Common unmet expectations for students (myths): • Attentive, active learners • Prepared for this class • Participate • Confidant • Articulate • Self-aware • Should know what they know and what they don’t know • If they don’t understand they will ask • Other
Sample Incorrect Assumptions and Suggested Strategies to Increase Engagement • Dr. Wong: “Students should be interested and active participants in lecture (lower division).” • • • •
Polls are a quick and easy way to survey students during class. Quickly assess students’ understanding and help instructors adjust pace and content. Low stakes participation Projecting student data onto screen • Makes it more relevant to them. • Easier to understand and remember.
Sample Incorrect Assumptions and Suggested Strategies to Increase Engagement • Dr. VanDyke: “Students should be prepared and articulate discussants to prepare for written assignments (upper division)” • Discussion questions via Online Forums prior to class to guide their reading and to know what they should be thinking about when they are reading.
• Enhances preparation and willingness to participate
Sample Incorrect Assumptions and Suggested Strategies to Increase Engagement • Dr. Weck: “Advanced students should be able to articulate when they need more information.” • Provide structured instructions to guide their process as they develop these skills
Your turn: Break into groups to discuss potential solutions for identified problems • Engage participants’ creativity in generating realistic/reasonable teaching tools • Break up into groups based on topics (majority of time): • Identify underlying problem • Brainstorm potential solutions • Evaluate • (If others have tried this technique, what were the outcomes?)
• Describe 1-2 potential solutions to try per problem • Report to larger group
Large Group Discussion • Wrap up: How will we know if it worked? • Assessing Engagement • Fewer students say they don’t know what the instructor wants on course evaluations • Increased student performance on comprehension related items • Student Engagement Instrument 5
Closing Thoughts • Technology is here to stay, so we need to find good compromises. • One policy doesn’t fit all, neither all classes nor all students. • Look for things that help direct student attention to that which is most important for course/subject/topic, which means we need to know what is most important. • We don’t have all of the solutions, but we can send you what we came up with today, if you will give us your email.
References 1.
Kay, R.H. & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1), 1-18.
2.
Sung, Y., Chang, K., & Liu, T. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275.
3.
Downs, E., Tran, A., McMenemy, R., & Nahom, A. (2015). Exam performance and attitudes toward multitasking in six, multimedia-multitasking classroom environments. Computers & Education, 86, 250-259.
4.
Gupta, N. & Irwin, J.D. (2016). In-class distractions: The role of Facebook and the primary learning task. Computers in Human Behavior, 55, 1165-1178.
5.
Appelton, J.J., Christenson, S.L., Kim, D, Reschly, A.L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44, 427–445.
