I believe first and foremost learning takes place despite all the obstacles institutionalized education would put in our way. We learn every minute of the day. I love learning. I have tackled this same assignment in several forms since I started this program in the January of 2001 and my beliefs are still evolving. I dislike labeling people but if I have to give myself a philosophical one, I am a constructivist as outlined by my teaching philosophy.

I am not always convinced I am a constructivist. This is why I distrust labels; they are unnecessarily confining. I am categorized as a constructivist but realistically, my specific beliefs about learning actually cover the full spectrum from objectivists, particularly the information-processing theorists to the radical constructivists in that some learners are quite capable of learning without any teacher intervention.

Robyler and Edwards (2000) write, "As Molenda (1991) observed, an either-or-stance seems to gain us little . . . [instead, ] merge the two approaches in a way that will benefit [individual] learners." Therefore, I believe in "a teacher-directed approach when appropriate" to the most the extreme "student-centered, let student set the terms of their learning experience." This type of constructivist approach based on student needs, their learning styles and course content probably describes me best regarding my learning beliefs, my teaching style and how integrate technology. An analogy from the business world is management style. The particular management style I prefer has fallen out favor of late and is called situational leadership best exemplified by Gregory Peck portrayal of General in the movie, 12 O'CLOCK HIGH.

My preference, then, is for situational leadership management and situational teaching style. Therefore, the next time I teach a course dealing with management theories, management styles and leadership, I plan to show at least parts of the movie, 12 O'CLOCK HIGH as another tool in my educational technology toolbox. How doe I integration my flexible learning beliefs depending on the situation with technology to develop a teaching strategy? I begin with a pedagogy that is epistemological (learning) beliefs independent: Chickering and Gamson's Seven Principles of Best Practices . . . [of Good Teaching] (1987).Good practices are:

Encourage contact between faculty and students

Encourages contact between students and mutual cooperation

Communicates High Expectations

Encourages Active Learning

Emphasizes Time on Tasks

Provides Prompt Feedback

Respects Diverse Learning Styles and Talents

The "Seven Principles" have become the defacto standard in higher education for effective teaching and course design. The companion piece, Implementing the Seven Principles: Technology as Lever (1996), has been followed by a number of published articles, presentations and informal websites on technology integration and seven principles including my own technology integration cross-reference adaptation, WebCT, Good Teaching, Types of Learning and Learning Styles .

Situational leadership focuses on followers' readiness to assume responsibilities or do certain tasks and so do my own teaching style. Therefore, the concept of scaffolding it important to me; I do not assume my students know how to do certain tasks such as critically evaluate research resources whether printed or online and therefore it is important then I provide links to resources, clear rubrics and exemplary examples of finished projects.

One of the very frustrating early experiences I had in the SISLT program was the assumptions made by some professors of prerequisite knowledge when a few links to glossaries or "how to tutorials" would have been most helpful as well as exemplary examples. It was more then my lack of education professional training, because depending on when my classmates were trained as teachers and their continuing professional development, they were just as much "in the dark." At the end of the program, I witnessed the same phenomena when the mechanics or tools in the form of resource links are not provided to the students to complete assignments. I find this ironic because this is the simplest of educational technology integration ideas. I believe as a teacher an ongoing needs assessment is an important part of effective teaching and student learning and here is where technology integration has the opportunity to excel because often a simple URL link or e-mail explanation is all a student needs to successfully continue.

Teaching, Learning and Technology Integration . . .
[ My Artifact, SOC139 Technology Integration Lesson Plans ]

This semester lesson plan demonstrates my belief that effective learning occurs when the instructor uses a continuum of theories. The plan incorporates traditional lecture (teacher directed learning), on one hand, to a student group (collaborative learning) produced multimedia portfolio demonstrating what they learned and its applicability to their own situation (constructivists, learner centered approach). The SOC139 TILP demonstrates my belief that learning can occur for the same class with a mix of teacher-centered approach classroom lectures using transparencies supplemented with more active, learner centered approached using online educational technology.

This multi-session lesson plan incorporates a number of learning activities

and the seven principles are indicated in parenthesis ();

educational learning outcomes using Bloom's Taxonomy are indicated in brackets [].;

learning styles are indicated using italics and {}.

Online quizzes due just before the start of class provide students an opportunity to check their comprehension and knowledge of key points from the assigned readings. During the open period, students may take the quiz as often as they like and the highest score will count.
- (Active Learning; Student-student interaction; Communicates High Expectations; Provides Prompt Feedback)
- [Knowledge & Comprehension ]
- { Supports Student directed learning through selective release }

Attendance is required and checked on a random basis each week by the collection of feedback index cards at the end of class. The index card activity also provides an opportunity for students to stay on track with their weekly journal entries. Random In Class 5-Minute Exercise; Not Graded; Promote Regular Attendance; Journalizing Exercise; Student Instructional Feedback
- (Active Learning; Faculty-student interaction; Communicates High Expectations; Time on Tasks)
- [ Analysis, Synthesis & Evaluation]
- { 1. Supports Student directed learning
- 2. Journalizing for Online Discussions supports Linear Learners, Concrete, Sequential Learners
  Self-paced Learners and Guided Learning}

Online Discussion Forum Questions provide an opportunity for students to check their understanding with peers and develop a critical perspective regarding the material presented.
- (Active Learning; Faculty-student interaction; Student-student interaction; Communicates High Expectations; Time on Tasks; Provides Prompt Feedback)
- [Knowledge & Comprehension; Analysis, Synthesis & Evaluation ]
- {1. Supports Student directed learning through selective release;
- 2. Supports Social, Textual, and Visual Learners}

Basic Computing Skills are a prerequisite for the course, as a significant portion of the work will be done online or in electronic format including a simple “fill in the form” Homepage.
- (Active Learning; Student-student interaction; Communicates High Expectations; Time on Tasks)
- [ Application]
- { Supports Student directed learning through specific requirements and different learning styles}

Learning Portfolio with Annotated Bibliography and Learning Team Presentation assignments provide an opportunity for students to critically examine their own preconceptions, analyze, synthesize and evaluate the course materials to form a critical perspective of the issues affecting the Black American community. This project worth 40% of the total grade and is both a personal journal and collaborative effort to form a critical perspective about the issues presented in the course. Portfolio of Weekly Journal Entries/Annotated Bibliography = 100 pts; Learning Team Oral Presentation = 75 pts; Average Score of Learning Team Peer Reviews = 25 pts.
- (Active Learning; Student-student interaction; Communicates High Expectations; Time on Tasks; Provides Prompt Feedback)
- [Analysis, Synthesis & Evaluation ]
- { 1. Supports Student directed learning through specific research requirements
- 2. Facilitates Constructivist application of knowledge or knowledge construction; supports different learning styles; facilitates Guided and Active learning}

Two Exams* will be administered to check student knowledge and comprehension and the student’s ability to critically evaluate the material presented in this course. The first exam will be a timed one-hour activity to evaluate student understanding of the material. The final exam will be in class and primarily essay to evaluate student’s critical thinking skills with regard to the material presented during the semester. Midterm = 75 pts; Final = 50 pts. *Consistent with contemporary research, I subscribe to the epistemology that exams tend to measure the ability to take tests rather then fairly evaluate a students’ knowledge, comprehension and higher order critical thinking skills.

(Communicates High Expectations; Time on Tasks; Provides Prompt Feedback)

[Knowledge & Comprehension ]

{ Supports Student directed learning through testing (classroom and online)}

Classroom Lecture and Discussion: lecture material to add to textbook readings; strengthen and deepen your understanding; and participate in classroom discussion and supplement the learning team and online discussion activities. The lecture is not intended as regurgitation of the textbook reading but designed to enhance and expand on them through highlighting key points for classroom discussion and lecturing about other sociologists’ works and research.
- (Faculty-student interaction; Student-student interaction; Communicates High Expectations; Time on Tasks)
- [ Knowledge & Comprehension]
- { Supports Student directed learning through classroom lecture}

The above summarizes my learning beliefs and their relationship to teaching and technology. The second artifact I have included is my lecture notes from a teaching practicum (December 2001) where I define educational technology in much wider terms then just online, electronic or computer tools. I also discuss technology integration within the context of "seven principles of best practices" and teaching.

Lesson 2: Instructor's Notes:

Version: 2001.12.01.1am

Technology Assisted Teaching: Beyond Talk, Chalk, and Test

     1. Say What?
     2. The Right Tool?
     3. How?
     4. My $.02
     5. Breadcrumbs and Cookies?
     6, Summary
            Table 1. Technology Tools
            References and Links

Say what?

Technology? What images come to mind?

Computers?
Digital Devices?
Sophisticated, complicated (and expensive) laboratory equipment?
Digital "chalkboards" and laser pointers?

How about Rock, Paper, Scissors ? Yes, these tools and materials from the children's game are also examples of technology. This simple children's game (or not so simple game) illustrates the fundamental nature of tools and technology. A tool is an instrument, implement, utensil or appliance. Technology is the use of tools and methods to achieve an objective. The dictionary defines technology as:

1. The application of science or the scientific method for the purpose of achieving a specific objective.

2. A group of electronic, digital products and systems considered as a group.
3. The body of knowledge available to a society used:
          a.               In the fashioning of implements (tools);
          b.              Practicing arts and skills
          c.              Extracting or collecting material

Technology is not considered a science with it own set of principles and doctrines instead technology consists of application of the physical and social sciences. Engineering is the academic discipline of technology:

"en gi neer ing (nj-nOrng): application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical structures, machines, processes, and systems."

What the difference between educational and instructional? Often you'll see the terms "educational technology" and "instructional technology." Both terms infer the use of tools and methods for achieving educational objectives. But are they the same thing? As an educator, which one is important to me? Educational Technology? or Instructional Technology? The dictionary definition of educational is "of or relating to education" and instructional means "imparting or acquiring knowledge." While the academicians and various associations debate the semantics, the definition I find most useful is:

Educational Technology (et) is the application (practice) and Instructional Technology (it) is the science (study) of the science of teaching and technology tools [Dieuzeide, H. (1971); Murray. T. (1999)].

Thinking about the definitions we've discussed so far, it is clear that as educators we all use technology-assisted teaching. In the context of this discussion, we then are concerned with I like to call teaching and learning strategies that are Beyond Talk, Chalk, and Test.

The Right Tool?

Our session two weeks ago about Discovery/Inquiry Learning was a perfect segue into Lesson 1's discovery, inquiry and learn about Just In Time Teaching (JITT). As part of the exploration and learning and preparing for this topic, I invited each of you take periodic sneak previews as I developed this particularly teaching technology solution, WebCT, also known as an online Course Management Tool. I emphasize the word, online, because whether you've realized it or not, most of you are familiar with course management tools such as your course Syllabus. Click on the Syllabus link on the left navigation bar of this screen. I used the WebCT Syllabus feature to automatically create all the fifteen elements identified in our readings (The Course Syllabus Reexamined page 270-289). As an the course designer,it was matter of click and point; copy and paste; fill in the blank.

If you'll remember from the textbook reading, despite the numerous advantages of the 15-element Syllabus to both the instructor and the learner, its time consuming nature and printing costs negated its usefulness to some. Think about using WebCT just for the Syllabus feature alone. As the course designer and instructor, you can use as many or as few of the online teaching features and student tools as you'd like. Many of the early adopters and current users of online course management tools simply use these online tools for Syllabus and Document Storage and Retrieval. By students. What are some of the other reasons why to use online technologies? Review MU's Archives " Top Ten Reasons for Selecting Courseware" or the article, "Why Use Learning Technologies?"

What are the other tools are available for technology assisted teaching? Scan an online or paper catalog for office supplies or teacher supplies and the list is endless. Some of the more common technology assisted teaching tools are identified in the following table. What categories would you put each in: manual tool? Electronic tool? Online tool? Some combination? View Table 1. "Teaching Technology Tools."

How?

"Implementing the Seven Principles: Technology as Lever" by Chickering and Ehrmann (pages 310 322 of the textbook) discusses how educational technology tools can be cost-effectively used to consistently employ the seven principles of best practices for undergraduate education. The following links charts the relationship between WebCT tools and the seven principles:

WebCT and the Seven Principles

WebCT Tools: Seven Principles and Learning Styles

These are generic examples. Just for this class, I've created a "technology assisted teaching" links by MU's academic majors and concentrations so each of you can see what is available by your specific discipline or cross-disciplinary skill like writing. Some of these links you may want to include in your required or optional resources of your next syllabus and some may provide a new twist on an "old, tired topic."

MU also has many online tools to ease the administrative portions of teaching. These collection of tools are known as Faculty Toolboxes. The simplest tools are the required text statements you can "copy and paste" into your Syllabus such as Academic Dishonesty and ADA Statements.

Administrative reporting tools such as electronic publications and enrollment reports include:

    IATS "Everything Technology Guide" for Faculty
    Faculty Handbook,
    Student Handbook,
    Academic Calendar
    and an up-to date Class Roster.

The more interactive administrative tools such as Faculty Library services include:

Electronic Grade Books,
EDOG "Electronic Distribution of Grades" also used to send single email to all your students in class;
Classroom and Computer Lab Room Reservations;
Research and Grant Forms;
Class specific listserv email service from the IATS Faculty Toolbox
and Request for Educational Technology Support Services from the et@mo Faculty Toolbox.

Certain departments have Faculty Resource Page listing departmental and campus wide information such as Engineering School , College of Education's Technology Integration Plans, and School of Social Work. The isolation of the MU campus sometimes causes us to forget we are part of the larger University of Missouri System and resources available system wide such as publications and employee directory.

Finally, the all-encompassing technology for technology assisted teaching is the online course management tools. WebCT is just one of the two online "web course tools" or courseware brands MU supports. The other brand is called Blackboard (BB). BTW (by the way), every discipline has its jargon and the best technology jargon to English translator is the interactive Webpedia (http://webopedia.com/).

My two cents

Particularly with digital and electronic technology, the answer to which is the best tool is:

it depends.

As a matter of good practice, one should not buy (select) hardware or software based on brand or reputation but on the desired solution. Like textbook selections, the textbook selected by an instructor depends on: class objectives; student profile; supplemental resources; visual appeal, price, readability (or lack thereof) and other personal preference factors. Regarding information technology, organizations usually standardize on one software brand as matter of efficiency. MU has chosen two software brands. Why does MU support two course management tools? In a nutshell: academic freedom and departmental pressures. What is the difference between the two software solutions? Blackboard has a more contemporary (prettier) visual look and feel and is relatively easier to learn because it has fewer features and options. WebCT strength is it is highly customizable, has many more features and therefore may take longer for instructors to learn..

Regardless of the instructor's choice , MU provides free faculty support to help develop the course site including training, consultation, access to authoring software and hardware and "hand holding" from the wonderful et@mo staff and IATS Training. The learning curve aside, the best administrative reason for selection WebCT over BB is that WebCT is directly linked with Jesse Hall's registration and enrollment computer systems. Your class roster is loaded and updated nightly during that two-week period of last minute add's, drop's and change's. The larger the class, the more important this administrative connection is. My two cents is go with WebCT because:

1.    it will allow you more control over the content, look, feel and features then BB;
2.    textbook publishers offer supplemental content to use with WebCT including modules,
multimedia material and cd-rom activities and resources;
3.   the interface between Jesse Hall and student management features already exist;
4.    and, finally, as a matter of personal experience and knowledge, now that BB has formed a partnership with Microsoft, my philosophy is the "less Microsoft the better" regarding administrative and technical issues of software selection and support.

Please be your own judge. Take a quick look at these comparison charts to determine what solution; WebCT or BB, best meets your needs.

Comparison Charts

WebCT and BB Feature Comparison Chart 1.
WebCT and BB Feature Comparison Chart 2.
Comprehensive Comparisons Chart 3.

Academic Perspective: Journal Articles and Studies

Journal Article
Links to Articles and Studies
Why are we using WebCT? Discussions from other Universities

Breadcrumbs and Cookies

Breadcrumbs? Cookies? What does that have to do with technology assisted teaching? Breadcrumbs and cookies are computer jargon terms and examples of tools to assist users (learners) remain organized while completing their tasks (learning objectives). Cookies are tiny files written to your computer so websites can keep track of who you are. If you leave this site (and do not close your browser), you can come back to WebCT without having to login again courtesy of a WebCT cookie.

In the digital or online environment, breadcrumbs are important navigation aid to help students track where they are, aorta of digital syllabus or student organizer tool. "BREADCRUMBS, appearing below the Menu Bar, show the progression of screens the user has accessed within a tool." Look at the top of this screen underneath the main WebCT banner and course name. These are your breadcrumbs for this Content Area -- la little road map of where you are in your studying of this topic (and what you may have to do next). Our textbook article, "Seven Principles for Good Course Web Design" by Creed and Plank (page 290-291) repeatedly mention the importance of navigation aides like breadcrumbs and navigational aides as organizational tools for the learner. So here are the breadcrumbs to lead you home (end of the lesson).

     1.                   Continue to explore, scan and discovery learning (Links)
     2.                   Take the post-test; as often and as many times as you liked
     3.                   Participate: Post your Reflection and comments to the Discussion Board Forum
     4.                   Participate: Come with lots of questions and comments for the class discussion

WebCT Glossary of key terms.

Summary

Any tool or method used by an instructor falls under the general meaning of technology assisted teaching. MU offers a variety of learner, teacher and administrative technology tools and a variety of training and technical support alternatives for their effective use by faculty and students alike.

[back to the top]

Table I.

Teaching Technology Tools

, . Online or
Manual - Electronic - Digital Equivalent

Audiovisual Equipment

AV Supplies & Equipment

Bibliographies

Books

Bulletin Boards

Bulletin Boards (Discussion Forums)

Business Presentation Tools

Calendar

Cameras, Film & Photo Albums

Chalkboards

Chat

Classroom Furniture

Computer Media (cd-rom; diskettes)

Computers, Monitors, PDAs

Copier & Fax Machines

Data Storage, Networking

Dry-Erase Boards

Electronic Imaging Systems

Electronic Mail

Exams

File Transfer & Sharing Protocols

Flash Cards

Games

Instant Messages

Lecterns

Listserv "email list"

Manipulatives (models)

Message Bars

Multimedia Projectors & LCD Projectors

Office Machines

Overhead Projectors, & Slides

Phones & Accessories

Planning Boards & Calendars

Pocket Charts

Pointers

Poster & Project Display Boards

Presentation Binders & Books

Presentation Systems

Printers & All-In-Ones

Projector Replacement Bulbs

Quizzes

Reference Lists

Scanners & Cameras Maps

Science Kits and Supplies

Software

Stickers & Post-It Notes

Technology Supplies

Televisions, VCRs & Videotapes

Telnet (Remote Access Protocols)

Transparencies & Slides

Wall Boards: Dry-Erase, Chalk, & More

Workbooks

[back to the top]

References

Dictionary.com Definitions:
     http://www.dictionary.com/cgi-bin/dict.pl?term=tool
     http://www.dictionary.com/cgi-bin/dict.pl?term=technology
     http://www.dictionary.com/cgi-bin/dict.pl?term=science
     http://www.dictionary.com/cgi-bin/dict.pl?term=engineering
     http://www.dictionary.com/cgi-bin/dict.pl?term=educational
     http://www.dictionary.com/cgi-bin/dict.pl?term=instructional
Webpedia (http://webopedia.com/)

Dieuzeide, H. (1971). Educational Technology: Sophisticated, Adapted and Rational;
Murray. T. (1999) Educational Technology Vs Instructional Technology
http://www.arches.uga.edu/~temurray/ie.htm
Why use learning technologies? http://www.swap.ac.uk/Learning/Tech/whycit.htm

Catalogs
Office Supply Store Catalog
http://dir.yahoo.com/Business_and_Economy/Business_to_Business/Office_Supplies_and_Equipment/
Teacher Supply Store Catalog
http://dir.yahoo.com/Business_and_Economy/Business_to_Business/Education/Supplies_and_Equipment/
Educational Supplies Catalog
http://dir.yahoo.com/Business_and_Economy/Business_to_Business/Education/Teaching_and_Learning_Aids/

Seven Principles
WebCT and the Seven Principles
    http://chabotde.clpccd.cc.ca.us/shildreth/webct/teaching.html
WebCT Tools: Seven Principles and Learning Styles
    http://www.gsu.edu/~wwwdls/WebCT/topics_&_tools/webct_tools.html
Seven Principles and WebCT Tools:
    http://tdi.uregina.ca/~itt/normal/tools.html
Seven Principles of Best Practices for Undergraduate Education
    http://web.mit.edu/mbarker/www/cause97/seven.html

Instructor Resources: BB and WebCT
http://support.blackboard.com/bin/support_home.pl?l=instructor
http://www.webct.com/wyw/

Comparison Charts
    http://www.delmar.com/ecollege/pdf/platform_comparison_final.pdf
    http://www.lehigh.edu/~indrown/webware/charts.html
    http://www.c2t2.ca/landonline/evalapps.asp

Academic Perspective: Journal Articles and Studies
    Articles http://www.mcli.dist.maricopa.edu/ocotillo/courseware/compare.html
    Links: http://www.ltss.bris.ac.uk/interact21/in21p04.htm
    Why are we using WebCT? http://iserv.tay.ac.uk/webcthelp/whywebct/

Training & Support
    http://iatservices.missouri.edu/training/
    http://web.missouri.edu/%7Emeta/assistance.htm
    http://etatmo.missouri.edu/contact.htm
    http://iatservices.missouri.edu/faculty-guide/#
    http://etatmo.missouri.edu/

Technology Assisted Teaching Support Contacts
IATS "Information & Access Technology " http://iatservices.missouri.edu/faculty.html
et@mo "Educational Technology @ Missouri" http://etatmo.missouri.edu/contact.htm
Teaching at FSU, 2nd Edition: Integrating Instructional Technology in Learning & Teaching
http://www.fsu.edu/~pie/TchFSU/Chapt7.html
WebCT Release Notes: User Interface http://webct.csupomona.edu/CPP/release_notes313.html
Syllabus: http://google.yahoo.com/bin/query?p=%22Course+Syllabus+Reexamined%22&hc=0&hs=0

MU Technology Assisted Teaching Resources by Academic Majors & Concentrations
http://www.missouri.edu/~ryh352/edtech/MU_Ac.html
http://www.missouri.edu/~ryh352/edtech/MU_Ac.html#Writing

[back to the top]

Assignment in Partial Fulfillment of ELPA 448 "College Teaching" FS01
University of Missouri-Columbia
Columbia, MO 65211
Phone: (573) 882-2121

[back to the top]

Contents created with Corel's WordPerfect Office Suite 2002.
Page created with browser tool, Netscape Communicator's Composer 4.7x

REFERENCES

(Learning Beliefs June 2003)

A.W. Chickering and S.C. Ehrmann (October 1996) Implementing the Seven Principles: Technology as Lever. AAHE Bulletin, October, pp. 3-6.

[1] A.W. Chickering and Z.F. Gamson. (March 1987) Seven Principles For Good Practice In Undergraduate Education. American Association of Higher Education (AAHE) Bulletin.

R.Y. Mabry-Hubbard (March/May 2003). Sociology 139, Technology Integration Lesson Plan Proposal. University of Missouri - Columbia.

Robyler and Edwards, Integrating Educational Technology into Teaching 2nd Edition. 2000

Last Updated: Monday, June 30, 2003

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Teaching, Learning and Technology
Concept Map Thumbnail

This diagram created using Inspiration® by Inspiration Software®, Inc.

This concept map © 2003 Robin Y. Mabry-Hubbard - All Rights Reserved

My Learning Beliefs: Teaching, Learning and Technology

Teaching, Learning and Technology Integration . . .
[ My Artifact, SOC139 Technology Integration Lesson Plans ]

Lesson 2: Instructor's Notes:

Technology Assisted Teaching: Beyond Talk, Chalk, and Test

Say what?

The Right Tool?

How?

My two cents

Breadcrumbs and Cookies

Summary

Teaching Technology Tools

REFERENCES

(Learning Beliefs June 2003)

Teaching, Learning and Technology Concept Map Thumbnail

This diagram created using Inspiration® by Inspiration Software®, Inc.

This concept map © 2003 Robin Y. Mabry-Hubbard - All Rights Reserved

My Learning Beliefs: Teaching, Learning and Technology

Teaching, Learning and Technology Integration . . . [ My Artifact, SOC139 Technology Integration Lesson Plans ]

Lesson 2: Instructor's Notes:

Technology Assisted Teaching: Beyond Talk, Chalk, and Test

Say what?

The Right Tool?

How?

My two cents

Breadcrumbs and Cookies

Summary

Teaching Technology Tools

REFERENCES

(Learning Beliefs June 2003)

Teaching, Learning and Technology
Concept Map Thumbnail

Teaching, Learning and Technology Integration . . .
[ My Artifact, SOC139 Technology Integration Lesson Plans ]