As promised, below are the rest of the tips for getting started with technology:

• Do not assume all students are tech whizbangs.

  Many have discussed the juxtaposition of “digital natives,” aka, students, and “digital immigrants,” aka, many instructors.  Consequently, the general perception is that students are tech-savvy, multi-tasking individuals who can do anything and everything technological without blinking an eye.

  However, plenty of case studies will point out that many students can be surprisingly tentative, nervous, and tech-averse.  Even if students are adept with texting or downloading MP3s, they do not come to your class automatically ready to blog about course topics or eager to create a digital story based on their analysis of War and Peace.

  Be honest and open with your students.  Even if you are comfortable with the technology, you may need some time to adjust to the new approach, and your students may need even more time and guidance to adjust.  Everyone can benefit from a “we’re in this together” approach.

  Additionally, you might consider asking students about their previous experiences with technology-enhanced learning.  Unfavorable past experiences can predispose students to be resistant to future encounters with technology in their courses.

 

• Be prepared for things to deviate from expectations.

  Using a tech tool for the first time is like using any other tool for the first time: Unpredictable things can happen.

  We all know technical difficulties can occur at any time.  Planning ahead and testing help ward off major snafus, but some glitches may not be discoverable until a course goes live.

  Try to remain calm and go with the flow.

  Adopt the attitude that if some aspect does not go quite as planned, then it is a learning experience.

  Instructors are always evaluating their teaching by assessing what works and what does not work. Stir the use of technology tools into your usual reflections upon your teaching.  If something technology-oriented does not work as anticipated, learn from it, and do it differently next time.

 

• Consider re-thinking some approaches.

Technology often requests that you re-think some established ideas.

For example, how do you define cheating on an online quiz?  Classic deterrents to cheating on auto-graded quizzes are the use of pools to randomize questions and the application of time limits.  Despite such tactics, motivated, determined students can find ways to look up or share answers.

Maybe you could re-think this kind of cheating.  Maybe the goal is for students to spend maximal time with the content–no  matter what form that might take.  Maybe referencing books and notes is not all bad. It depends on the content and the learning goals.

Yes, technology can facilitate some kinds of cheating. Nonetheless, students who prefer cheating to studying will always find ways to cheat, even if they are in the room with the instructor.

 

• Think of technology as just another family of teaching tools.

Try to think of technology as just another tool or method in your established portfolio of teaching tools and methods.  In and of itself, technology is neither good nor bad, magical nor toxic.  The way technology is used is the key.

Ever since technology burst upon education, it has been examined in isolation, perhaps because of its newness, its novelty, its steep learning curve, its variety, and its constant change.

However, by separating technology from established instructional methods, we risk making it seem bigger, scarier, and more difficult to incorporate into teaching and learning than anything other tool or approach.

For those who are new to teaching with technology, using such new tools may still feel that way.  The good news is that they are learning and experimenting despite it all!

Going forward, technology would, ideally, be examined and studied alongside other teaching tools and methods.

 

• Be open to growth and change.

Technology is constantly changing. New possibilities present themselves before we feel comfortable with what was “new” five minutes ago.

Teaching is similarly dynamic.  Instructors are continually reflecting upon their teaching and striving to make it more effective.

Combining these two active and productive fields means growth and change are always on the horizon. The more you work with technology, the more comfortable you will become with the changes and the more adept you will be at identifying which tech tools can effectively help you and your students achieve your teaching and learning goals.