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FAQs
Teaching with Technology
For Beginners Only
Why
would I want to teach with technology?
-
Motivate student interest
- Empower
students The skills that are considered basic and essential vary
with time. Today, our students need to be able to send e-mail,
to do word processing, and to browse the Web if they are likely
to succeed. It’s hard to think of any competencies that the
College can inculcate that are more empowering than these
technology-based skills.
- Address
different learning styles
-
Individualize instruction
-
Facilitate student-centered activities
-
Increase collaborative learning opportunities / student-student
interaction
-
Facilitate authentic learning
- Build
student skills through practice
- Foster
computer literacy
- Improve
retention/passing
-
Minimize faculty burnout
- Provide
faculty with opportunities to break new ground
- Explore
fundable activities
- Have
fun
- Enhance
learning?
Why
would I
NOT
want to teach with technology?
- Inertia
- “My
teaching is perfect now”
-
Technology makes life easier (NOT!)
- Expense
(faculty and college) Technology can be expensive. Each year,
BMCC spends well over a million dollars on technology-related
expenditures. Fortunately, regular and dedicated funding is
available, thanks to the University’s technology fee, which
allows for rational planning to enhance the college’s
technological infrastructure. Faculty also assume a financial
burden when they purchase a computer setup at home to complement
their office machine. Fortunately, the uses – both professional
and personal – to which home office equipment can be put are so
varied that most faculty seem willing to make this sacrifice.
- Not
wanting to impose technology on students who do not want it.
Technology in conflict with the expectations of some students
- Equity
(student access to computers)
-
Training time for faculty
-
Classroom time management (give up what for technology?)
- More
work
What
are some things I can do when teaching with technology? Who is
using this technology in their classroom and to what advantage?
- Web
inquiry activities: In web inquiry activities or web quests,
students seek out and/or interpret online resources in order to
answer inquiry-oriented questions.
Ron Hayduk, Political Science:
Students go on the web to identify their elected representatives at
the local, state and federal level. Students then research, through
websites or other means, these representatives’ stands on an issue
of their [WHO IS THEY?] choosing
Stephanie Billingsley,
Cooperative Education: Students investigate a career of
interest through websites of professional organizations, labor
department statistics, etc.
-
PowerPoint: Easy-to-use and near-ubiquitous presentation
software makes it possible to bring together text, images, sound
and video for more effective multimedia lectures.
-
Elora Orcajada, Jackie Myrie, Sung Gwak,
Brenda Wyatt, Nursing: Diagrams, illustrations and
photographs from electronic and print sources textbook ??
provide additional material for lectures and notes. Images from
the textbook are also integrated into the lecture presentations.
[MENTION PRINTOUTS?]
-
Nanette van Loon, Richard Hendrix,
Biology: Illustrations and animations of, among other
things, DNA replication, fruit fly identification, and
dissection of the brain, provide visual explanations for both
concepts and skills.
-
Blackboard for discussion boards.
-
Blackboard for information distribution and communication.
-
Blogs.
-
E-portfolios.
-
Stand-alone software/hardware.
-
Student-generated multimedia projects.
-
Virtual image library.
-
Distance Learning.
How
can I get started teaching with technology?
-
Workshops:
The Office of Instructional Technology
offers workshops on office productivity and educational software
throughout the year. Workshops are free and open to all faculty
and staff. The calendar of workshops can be found at
http://socrates.bmcc.cuny.edu/workshop/
-
Faculty Staff Resource Room,
S501a: Ruru
Rusmin and
Donna Dickinson (see below) are
available to meet with individual faculty and staff who are
developing technology projects or have technology-related
questions. Five PCs, one Mac, three scanners, and CD writers
are available for faculty and full-time staff use. Specialized
software such as Photoshop Elements and Adobe Acrobat are
installed in the stations. The FSSR is also staffed by
student assistants who offer basic computer support. Users must
bring their own paper to print on the laser printer. The FSSR
schedule can be found at
http://www.bmcc.cuny.edu/it/FSSR.html.
-
Media Center: The Media
Center provides a full inventory of audio-visual equipment as
well as teleconferencing, media production, and duplication
services. The Center also operates specialized lab facilities
for multimedia development, graphic design, and broadcast
quality video editing. Details can be found at
http://www.bmcc.cuny.edu/media/
-
Department Contacts: Every
department has faculty members who are using technology in the
classroom. Department chairs can help to put
you in touch with these faculty.
-
National Professional
Resources: Some list-servs, journals, and websites specialize
in general or discipline-specific uses of technology in the
classroom. Please visit our links page for some examples.
-
Distance Learning: Please
visit the Distance Learning resources page on our website or
contact Roger Foster
(see below).
-
Email: All faculty and
staff, both full- and part-time, can apply for a BMCC email
account through the BMCC
Help Desk (see below).
-
Blackboard: Instructional Technology
offers Blackboard workshops every semester and during the
intersessions, in addition to individual consultation and help
sessions. Please visit the workshop page at
http://socrates.bmcc.cuny.edu/workshop/
or contact
Ruru Rusmin
or
Donna
Dickinson
(see below).
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