COURSE 7: TECHNOLOGY ENRICHED

TEACHING
Glossary of Important Terms
Here are some terms used frequently in this book that may be unfamiliar to
you, especially if you are new to online learning and teaching. While some
of the terms may have varying definitions, or be used differently by
different people in the field, these definitions are the ones that make the
most sense in the context of this book.
Asynchronous /eɪˈsɪŋ.krə.nəs/ – When students are online and accessing
course content at different times from each other and the instructor. Most
online courses function using an asynchronous model.
Audio conference – Using a microphone along with a network connection
to allow people in different geographical locations to hear and speak to
each other. Audio conferences are often conducted over the Internet or via
telephone technology.
Blended learning – A model of instruction where online and face-to-face
instruction are combined in a single course or context. Students will often
complete a certain number of online learning activities before meeting in
person with an instructor for additional learning activities.
Courseware – Another term for Learning Management System (see
below). It can also refer to instructional software or applications installed
on a learner’s computer rather than accessed via the Internet.
Discussion boards – A type of communication platform that allows
students to send messages to each other. Messages are often grouped into
threads, and most discussion boards are accessible by all students, which is
different that some private messaging features.
Distance learning or distance education – An educational context where
the learners and instructor(s) are not in the same geographical location.
Before the Internet and the Information Age, distance learning was
conducted by mail and was sometimes called correspondence learning.
Today, distance learning almost always refers to lessons delivered via
technology, usually via the Internet.
eLearning – Short for electronic learning: any educational context where
lessons are delivered via technology, such as a computer, tablet or other
mobile device. Often eLearning is used in a distance learning context, but
it can also be used in face-to-face contexts.
FAQ – Frequently Asked Questions.
Instructional design – The deliberate planning and development of
educational materials to fit a specific learning context. The process of
designing instruction generally involves determining the needs of the
learners, defining clear learning objectives, planning learning activities
that help accomplish those learning objectives, and designing assessments
that effectively determine if those learning objectives have been met.
LMS – Learning Management System. The software or website that
stores and distributes course materials to your students. An LMS usually
features a way for students to communicate with each other such as a
discussion board, and a way for students to submit assignments. Common
LMSs include Blackboard, Canvas, and Moodle. Some online education
companies, like Pearson or Coursera, have developed their own LMS for
their courses.
MOOC – Massive Open Online Course. While there is some debate
about the details of what a MOOC is, generally a MOOC refers to a course
that is available to anyone online and has hundreds if not thousands of
learners all accessing course materials and assignments at the same time.
Obviously there will be some differences between MOOCs and other types
of online courses that have fewer students or where student enrollment is
more controlled.
Media – Images, audio, video, or text.
Multimedia – The use of different types of media together to deliver
instruction.
Netiquette – A combination of the words “net” and “etiquette.” This
usually refers to a set of rules and manners that guide students in how they
behave and interact with others in online settings.
Online learning – Generally similar to eLearning, except that the lessons
are delivered via the Internet.
Social media – Media (see above) that are created and/or shared on a
social network (see below).
Social network – A website or platform that allows its users to connect
and share ideas and media with others. Common examples of social
networks include Facebook, Twitter, Instagram, YouTube, and many
others.
Streaming media – Instead of downloading an entire file to a computer
before playing the media, streaming media begins playing as soon as
enough data has been downloaded, and continues to download in the
background. A common example is a YouTube video, where the video
begins playing before the entire video file has been loaded; and as the
video plays, it continues to download until the entire file has been
downloaded.
Synchronous – When students are accessing instructional materials and
lesson activities at the same time. Examples of synchronous activities
might be a video conference (see below) or online chat session, or when
students login to watch the instructor deliver a lecture live rather than
watching a recording.
Q & A – Question and Answer.
Video conference – Using cameras and microphones combined with some
type of network connection to allow people in different geographical
locations to see and hear each other synchronously.
Virtual classroom – A digital space where learners and instructors can
interact and conduct learning activities. Most virtual classroom software
provides a way for instructors to share media with learners, hear and
sometimes see learners, and record the interactions so they can be played
back later.
Webinar – A seminar conducted through a video or audio conference,
usually via the Internet. Webinars are often recorded and distributed to a
wider audience for those who could not attend the live session.
Lesson 1 : Technology Avoidance
I. Why teachers don’t use Technology :
First of all, availability of technological resources varies from place to
place. Here at Arizona State University each classroom comes equipped
with the teacher computer at the front, a projector and Internet
connectivity. And we can check out clickers for polling, use document
cameras that project textbook images onto a screen. And I can even plug in
my tablet so students can see whatever
I have loaded on to it. There are even computer-mediated classrooms and
all other kinds of wonderful resources available. But the truth is that many
schools have very little in the way of technology resources. For those of
you in technology scarce areas, I have two words of advice.
First, still learn about technology.
You cannot advocate for technology if you don't know it. Learn as much as
you can about the tools that might help your school and then share with as
many people as you can about the utility, the usefulness of the tools you
have studied.
My second piece of advice is to use what is available. Find out what
resources exist in your school.
You may be surprised to find what is sitting tucked away in closets or what
the school administration is willing to acquire for you if you will simply
ask. And don't forget to use your students to research all the possibilities of
technology.
It is becoming increasingly more common to have specially designed
activities centered around the concept of Bring Your Own Device. B-Y-O-D.
Students with a mobile phone, a tablet, a laptop, can be resources for you
and the classroom experience. But lack of availability isn't the only
problem teachers have with technology. In fact, a number of teachers
have problems with technology itself.
Technology can take too long to understand and may require you to learn
how to use it and manage the tool. And it is so frustrating to have a lesson
with technology only to discover that it won't turn on, won't load, or gets
stuck in the middle.
Teachers want to save time not create more headaches for themselves. So,
technology can readily be seen as an inefficient time waster. To those of
you that feel this way,I can only say this. Yes, that is certainly the
case,sometimes.
So one of the things you will have to do is carefully, judiciously choose
technologies that enhance the learner experience so much that the time
spent learning Is worthwhile. Don't avoid technology because it can be
clunky and difficult. Rather, be careful and choose what works. Let's be
even more honest. Technology doesn't just waste time,it can waste
money.
Educators have often complained when administrations decide to make
large purchases of laptops or tablets or some sort of software, and then
teachers are forced to learn it and forced to teach it. And guess what, a lot
of software out there is pretty bad and if teachers are force to teach it.
How do you think it makes teachers feel toward technology in general?
You got it, they hate it. They feel like it is doing their job and that truly
teachers can do a better job than a machine. Institutions often spend
hundreds of thousands of dollars on large technology purchases. Often
without consulting the teachers themselves.
And if you have been watching the news, sometimes national governments
make massive investments in technology that simply well, don't work. And
they don't work because, well we'll get to that. And here is another
problem
some of you probably relate to. There are thousands of products that
are constantly thrown at teachers as some new revolutionary way of
teaching. New, new, new and at some point it just feels overwhelming to
have to go to another meeting to learn another technology and see if you
can incorporate that yet again into your program or class. So are these
problems real? Is technology often unavailable,a waste of time and money
or constantly pushed on us as the latest and greatest? Yes, absolutely. And I
can understand why some people would decide it would just be easier to
leave technology out of the classroom entirely. Sure, I get it. I won't lie to
you. But by the end of this course, I hope you are convinced that maybe,
just maybe technology is something that holds potential despite all of the
dangers and disadvantages. Potential to assist you, to teach your learners,
and perhaps even save you time and energy.
 II. THREE TIPS FOR USING TECHNOLOGY:
First of all, in the first cup of tea, it said, do you remember?
Curriculum and technology must be aligned. One of the biggest mistake
any experienced teachers make is that they incorporate new technologies
without thinking about how it fits in with their current curricular design. At
their worst, these teachers simply find the technology that will fill class
time rather than teach anything.

When technology is truly aligned with your curriculum, it means that it

isn't
just filling class time or homework, rather it should make the class time or
homework experience better. In the United States, we have the cliche of
the teacher who, whenever he or she gets tired, simply plays a movie. Play
a movie, that's technology? Come on, please don't be that teacher.

Now let's talk about a second very common mistake that teachers make.
And that comes from examining what the second cup of tea said.
Control technology or it will control you. Without clear teacher
guidelines, often learners take over the technology experience. Let me
explain. I have seen teachers choose a technology, such as a website or
some cool device, and give learners a certain amount of time with it. The
teacher here doesn't really want to control the students rather the teacher
just wants them to get involved or emerge themselves in the technology.
Now I love exposure to technology and I think it is a very good idea if you
can cast students go to a lab for example and get involved in the
technology and enhance learning. But here is the problem that I often see.
Many times, teachers give too much freedom and too many choices. For
example, I have seen teachers give Internet time, or mobile phone time.
And these teachers will simply give students a list of websites, and then
simply ignore what the learners choose and do. Now, here's my problem
with this method. Technology is not a babysitter, I repeat, technology is
not a babysitter. Students will quickly catch on that there's no real purpose
for the technology, and will often start losing interest or find their own
interests. If you don't have clear guidelines from your learners, you can
expect that the learners themselves will create their own guidelines for
themselves. Now let me share some research of my own that I believe is
related. In the study of an online pronunciation website I did research on
two groups of learners.
Both groups watched a lot of English language videos and did
pronunciation exercises related to those videos. However, with one group
of learners, the learners were able to choose whatever they want. And the
other group, the learners followed a carefully prepared curriculum that
followed the objectives and themes of the course, week by week. So, who
did better? You might think that learners who get to choose whatever they
want might be more motivated. They after all get to do whatever they
want. But what we found was quite the opposite. Those who did whatever
they wanted did
not do nearly as well as students who had carefully selected videos that
were
aligned with the curriculum itself. And not only that, the learners who did
what ever they wanted weren't is motivated either. For some reason they
lost
some amount of motivation. What can we conclude from this? Well, my
view is that for classroom environments you do not simply give over your
classroom instruction, your curriculum to a technology. Here watch a
bunch of videos, choose whatever you want. Technology is not, you got it,
not a babysitter. You need the technology to be aligned with your
curriculum. Okay, are you noticing about how often we keep talking about
alignment? Good, it's crucial. Now let me see if I can explain a little more
clearly by discussing the third mantra.
Do you remember what the third cup of tea said? Balance happiness
when you are outcomes driven. What does that mean? All right, in order
to have curriculum and technology aligned, in order to have the
technology not take over the learner experience you must have a strong
idea of what you want learners to achieve. That should be the first thing
you think about as a teacher. Being an outcomes driven teacher means that
you have a clear idea of what you are teaching and what students will learn
at the end of a course or lesson. What's the vocabulary you want them to
know? What are some of the activities you want them to know? What
reading, writing, listening, and speaking activities do you want them to use
and acquire? You got to know that first then and only after you had made
those decisions, do you find technology to support what you teach in the
assignments and lesson plans you have. In fact, in my view, it is extremely
important to look at your assessment instruments and then consider
technology as the way of reaching those outcomes.
Look at your tests. Look at your objectives, look at your outcomes and
then see if there's something that will help your students get there.
Otherwise, what you are doing is giving students a break from your actual
instruction and curricular design.
There's a parallel that should be obvious to you experienced teachers.
Many schools have a huge curriculum problem. That, to put it simply,
might be
defined as just following a textbook. Now, what's wrong with just
following a textbook? Well, if you remember, we discuss the concept that
we as teachers are in charge of the curriculum and that books should help
support and help us to achieve our goals. Our goals come first. And we
carefully choose books that allows us to meet our curriculum. By just
following a book, you end up giving away the most important parts of
your job. Carefully creating objectives and lessons that lead students
to a particular outcome. You are the professional and you are in charge.
Whether it be a book or a technology, remember, you are the one in
charge. Your objectives and your outcome should be primary and the
technology and the textbooks, should follow. Can you tell that we care
about this? Good, I'm glad. It is a classic problem that inescapably occurs
at every level of education. And it is one that we best get right from the
very beginning. It reminds me of the classic English proverb that you don't
put the cart before the horse.
Technology doesn't come before your objectives. Books don't come before
your outcomes and nothing comes in front ofyour professional expertise.
Got it? Okay, the better you understand that basic concept, the better
chance you have for
a balanced classroom.

Reading materials
Designing Instruction
While you may be able to walk into a face-to-face class and “wing it,” doing so in an online
setting will only result in disaster. Your students will not know what to do and where to go
without specific instructions. They will not accomplish your learning objectives if you do not
lead them in the right direction. Creating a successful online learning experience begins with
the deliberate application of instructional design principles. There are almost too many
different theories of instructional design to count, but hopefully, these tips will get you
headed in the right direction.

3. Keep the technology as simple as possible. Just because you have the ability to include
advanced technology doesn’t always mean you should. Design with the lowest common
denominator in mind. If you expect to have learners from a third-world country, for example,
you may not want to include a lot of online videos that require a lot of internet bandwidth
because those learners might not be able to access them. Or you may want to provide the
same content in two different ways: videos for those who can access them, and readings for
those who either don’t want to or can’t access the videos. Keeping the technology as simple
as possible also means you won’t have to spend as much time teaching students how to use
the technology you have included in your course.

4. Alignment, alignment, alignment. As with any course, your content should be in direct
alignment with your assessments, and your assessments should be in direct alignment with
your curricular objectives. Just like the alignment on your car, if one of the wheels is out of
alignment, it can do great damage to your remaining tires and result in high repair or
replacement costs. If one of the pieces of your instruction, such as your content or your
assessment, is out of alignment with your learning outcomes, your learners will not be able to
achieve what you’ve set for them to do.

Similarly, it is sometimes possible for all four wheels to be aligned with each other, all
pointing the same direction, but just not straight ahead. Your learning activities and content
may be aligned with your assessment, but those two pieces may not be aligned with your
learning objectives. Or you may have chosen inappropriate learning objectives for the context
of your course. Ensuring that all pieces of your curriculum are in alignment will help ensure a
better learning experience for your learners, whether it be online or not.

Assignment

The primary goal of reviewing the work of your peers is to broaden your perspective and
deepen your own thinking about this topic. We hope engaging Coursera learners who
come from around the world with a large range of experiences and backgrounds will
enrich your learning experience. If you give another participant less than a
full score on his/her submission, please be sure to explain why
you gave that score and/or what information is missing.

The questions that your classmates will use to review your submission are:

1. Did the learner choose an objective related to reading, writing, grammar, listening,
speaking, or pronunciation?
2. Did the learner fill out the technology evaluation form completely? NOTE: If any
components are missing, the peer reviewer should answer "no" and comment about
which parts are missing.
i
Ready for the assignment?
You will find instructions below to submit.
The goal of this assignment is for you to become familiar with evaluating technology. Remember that
you should first think about your objectives and what you want your learners to achieve. What is the
vocabulary you want them to know? What are the grammatical items you want them to know? What
reading, writing, listening, and speaking skills do you want them to acquire? You’ve got to know that
FIRST. Then, and only after you have made those decisions, do you find technology to support what
you teach and the assignments/lesson plans you have.

Keeping this in mind, think about a specific objective for your students related to reading, writing,
grammar, speaking, listening, or pronunciation. After you have decided on an objective or objectives(s),
look for a technology that you could possibly use in a lesson to help students achieve the objective(s).
When you find a technology that you think you could use, fill out the attached Technology Evaluation
form.
The objectives of the lesson:
- Students remember how to pronounce each sound by watching and
mimicking the teacher's mouth gestures.
- Students are able to identify and choose the correct phonetic symbol
of each sound after hearing the sound.
- Students are able to distinguish the differences between similar
sounds by comparing minimal pairs and repeating them.
 Technology Evaluation Template

GENERAL INFORMATION
Technology Name: Thu Chan Age/Grade Level: Technology Type:
Beginner
Application Software Device
Source: (Web address, company name, etc.) Quizizz
https://quizizz.com/join

Associated Learning Standard(s) or Objectives: The resource may be generally applicable; if so, simply state that.
Students use this application to check their comprehension and memory out after certain lessons.

RESOURCE DESCRIPTION
Give a brief description of the resource.
Teachers who come from around the world can design games or assessments based on this quiz tool. All the
quizzes are shareable and reused at any time not only in your own class, but also in any place with different
technological devices such as Macbook, Smartphone, or iPad.You can also find many quizzes from other
users by typing the keywords on the finding bar. Furthermore, you can add many types of media such as
images, sound texts, and videos to your quiz, and change the style of your quiz by matching information, and
filling in the blank.
The Resource Allows Students To: YES NO N/A
C Create: Students can use creative thinking or will create an innovative product. X
o
n Connect: Students can communicate with others outside the classroom. X
t
e Research: Students can gather, evaluate, and use information. X
n Collaborate: Students can work together within the classroom or outside of the
t classroom. They can build upon each other’s knowledge and work.
a ( Students can discuss on the answer that they should choose with their groupmates , If X
n the teacher decides to show one screen to entire class , and the students can look at the
screen )
d
Contextualize: Students can make connections between content areas, ideas, and/or
P solve problems in a real-world context.(It’s depend on how the teacher utilizes their X
e creativity and Data )
d Critique: Students must think critically, solve problems, evaluate information, and make
a informed decisions. X
g
o Build Technology Skills: Students must understand or be able to use technology
g concepts, systems, and operations.( It’s quite easy to opperate , but students can create X
their own quizzes with the guidance of the teacher )
y
 RECOMMENDATION
Given the information above, would you recommend this resource? Why or why not? Include any additional
considerations or notes you have.

This application is easy to use and managed in many classes with different sizes. Next, the only tool is an
internet connection or smartphone, so it’s friendly for both students and teachers who are not technophiles.
Besides, there are thousands of sample quizzes uploaded on this platform from other users. Thus, you are
able to reuse or create your own designs based on their ideas. Finally, you can also add many types of Media
such as pictures , videos, and sound texts , so it’s quite engaging and interesting to be used in classroom .

IMPLEMENTATION IDEAS
How could you use this in the classroom?
- Firstly, you can use it as a warm-up tool in both individual and group activities.
- Secondly, you can also use it as a small assessment to check out your student's comprehension.
 Memory assessment: vocabulary check-up, grammar formulation, irregular verbs …etc
 Critical assessment: filling in the missing words from watching the images, comparison of
different sounds, Tense usages …etc

Note: The following criteria may also be considered in the use of this resource.
However, it is important to understand that these are secondary criteria to content
and pedagogy.
The Resource Allows Students To: YES NO N/A
Work at different levels or paces: Students work is differentiated through the
Im resource.
X
pl
Gather data about themselves: Students can see their progress because the resource
e contains a tracking system. ( Students can see their marks, but students can’t see it X
m their progess)
en Work intuitively: Students work easily with the resource because it is user friendly and
tat intuitively designed.
X
io
n Be motivated: Students are engaged and excited to use this resource. X

The Resource Is: YES NO N/A

Free: There is no financial cost for the students, teacher, or school. X

Lo
gi Easily Accessed: The resource does not require licensing and is available through the
web.
X
sti
cs Reliable: The resource does not have frequent bugs and may have some kind of
trouble shooting support available (either a “help” menu or a support team).
X
1. In this module, you learned about nine categories of technology
(in Video 4.) Which category would your technology tool fall
into? (If it would fall into multiple categories, please list them.)
- data collection and analysis.
- multimedia creation.
- databases and reference resources

2. In this module, you also learned about Gagne's six events of

instruction (in Video 5.) When thinking about your objective
and the technology tool that you selected, during which event
would you use this tool?

- Firstly, you can use it as a warm-up tool in both individual and group
activities (Stimulate background knowledge)
- Secondly, you can also use it as a small assessment to check out your
student's comprehension. (assessment and feedback)
 Memory assessment: vocabulary check-up, grammar
formulation, irregular verbs …etc

 Critical assessment: filling in the missing words from

watching the images, comparison of different sounds, Tense
usages …etc
3. Please give a brief description of how you would use this
technology tool in the event of instruction that you specified.

- Stimulating background knowledge: I tend to use it as a group

activity, I will divide my class into two groups and give them one
bell for each team, then I’ll show a question on the screen, and
which team has the answer first, they will ring the bell. Which team
has more correct answers is the winner.
- Assessment: I usually create a game on this website to check my
student’s comprehension after a lesson instead of handling a test
because it’s more fun and engaging. It can be used as a group or
individual activity.
 MAKING TECHNOLOGY WORKS FOR YOU
I. The teaching assistant: Learning Management
System.
In that light, we want to introduce an entire bank of
technology tools that are properly called
Learning Management Systems, or LMSs. A learning
management system
is place where you as a teacher can keep all of your
content in one place. This might include your lesson
plans, your assignment sheets, your announcements to a
class, and even practiced activities. It might include
discussion boards for students to share ideas and ask
questions and it might even allow students toupload
assignments and receive feedback.
It is in a very real sense of virtual classroom space.

why would you want to house your material in an

online virtual space when a handy dandy binder like
the one I have here is sufficient?
Paper, I just trust it more, don't you? Well, no doubt
there is security in having a paper copy of something.
What if the computer or projector doesn't work?
What if I cant turn it on? What if the power goes
off? What if the Internet connection goes out?
These are all important disadvantages to housing things
digitally. And I won't pretend that those arguments
aren't compelling or important. I myself have prepared
wonderfully tech
enhanced lessons only to discover that I couldn't give
the lesson in the classroom for many of those reasons.
And when you try to use online tools to give
announcements to students.
What happens if some students don't have equal
access to those announcements or even worse simply
pretend that they didn't receive an email or
announcement at all? Teacher, I didn't get the
announcement. Can I have another day to turn in
the homework? Don't think that happens?
Well then you might have a few things in common with
newbie, are young and experienced teacher. All those
arguments aside, I have found personally great success
in using a variety of learning management systems. In
fact, because much of my work now resides in online
platforms, I no longer need carry around 50 binders
with me.
In fact several of the courses that we have developed for
Teach English now were to be honest, based on binders
of information that I've been carrying around with me
for years.
And now that is online and now I have it forever and I
can alter my lessons with a click of a button or use ideas
from one class and instantly grab it and use it for
another. I love having my courses in the online virtual
world.
So should you create an LMS for your class or not?
Here are four questions to ask yourself.
Question one, am I ready for an LMS? If you keep
any number of documents on your computer, you
already have the beginning
of a learning management system. An LMS is really just
a place where you keep information. However, by
putting things into an online environment, you are now
able to share information with other teachers, students,
parents, or whomever you'd like.
Question two,are students ready for an LMS?
This question is an important one if you are hoping for
a learning management system that gives students a
chance to learn virtually. While you may have Internet
access and the ability to upload files, it is vital that your
students have access to the Internet. Especially after
school either at home, in an Internet cafe, library, or
other resource.
If students have access only once a week,
for example, then that may limit the ability you have
to make announcements or give assignments. However,
it would still give you the chance to create a place
where students or parents can check to see Important
due days. Get additional help and so forth.
Furthermore, some students have limited technological
abilities. So for example some of your students may
not be able to type or open a browser.
And that means if you want an LMS that works for
students. You may need to do some extra training to
help them out.
Question three. What LMS do I choose? There are a
number of online places where you can store
information. Blackboard, Moodle, Google Classroom
and
Schoology are all examples of places where teachers
can communicate with students in an online format. I
have even seen creative teachers use blogs or Facebook
as a way to communicate with students and post
assignments. While that may be a rudimentary version
of an LMS, that doesn't mean it couldn't work.
But there are some things to consider
when you choose a format for your LMS. First off,
some of these may have
a cost associated with them. While, others are free. Your
school may already have
an LMS that is required or encouraged, so you may
need to find that out before searching one out on your
own. And finally, there are simply very different ideas
of what an LMS is. And you might want to consider
what kind
of assistant, so to speak, you want. Do you want an
assistant sharing PowerPoint slides you created in your
class? Do you want your assistant to post assignments,
give grades, give quizzes, surveys? Question four,
how do I use an LMS?
The truth is, any LMS you choose is going to require
you to invest some time learning and studying about it.
There are tutorials widely available on the web for most
of these systems. Google Class and Moodle, for
example, are currently free. And I, personally, truly
enjoy setting
up a teacher blog as a resource for students as well.
“education is all about risk. And technology is a risk
and your willingness to make mistakes and
look ridiculous”
READING MATERIALS
Student-to-Instructor Interaction
In a face-to-face setting, this type of interaction is second nature and happens without
much effort on the instructor’s part. In an online setting, however, where the learners are
not seated in front of the instructor, this type of interaction requires planning and work to
be successful. Learners need to know that their instructor is present in the course,
involved in the management of day-to-day activities, and providing feedback on their
assignments. Research has shown that the majority of learners value this type of
interaction and that learner-instructor interaction is significantly correlated with
perceived learning in online settings.

...

31. Hold “office hours” online using synchronous communication

tools. Most LMSs have synchronous as well as asynchronous features. If your LMS does
not offer synchronous communication options, you can use Skype or myriad other free
video and audio chatting software applications to connect with your students
synchronously. Giving your students opportunities to connect with you in real-time not
only encourages student-instructor interaction but helps create teacher presence in the
course because students get a chance to see and/or hear you. This helps them know you
care about them and their success in the course. Of course, this might not be possible in
courses with large numbers of students, so search for options that fit the context you are
teaching in. If you are unable to do synchronous office hours, you might want to consider
doing weekly Q & A sessions (see Tip #32).

...

34. Prove you are not a dog. In 1991, cartoonist Peter Steiner published a cartoon
in The New Yorker that typifies online communication. The cartoon shows two dogs, one
sitting in front of a computer saying to the other, “On the Internet, nobody knows you’re a
dog.” In a face-to-face classroom, students see the teacher in every class and have a good
idea of who their teacher is by the end of the course. In online settings, students often
have no idea what their teacher looks or sounds like, and this can create a detached
impression. If possible, record lectures so that you are visible to students. Avoid using
simple voice-over videos with slides, and instead record personable videos of you
presenting content in front of the camera. Students need to know that you are a real
person, with real expertise and a real life. Don’t be afraid to show them who you are.

...

II. NINE CATEGORIES IN EDUCATIONAL TECHNOLOGY:

It isn't necessary to memorize all these categories, we do want you to
become very familiar with these categories. .
1. word-processing applications
tools such as Google Docs and Microsoft Word.
Word processing tools are pretty commonplace today. And basically,
give teachers and students the opportunity to write
in both linear and visual ways.
Word cloud generators might be included in this group as well, and
you might not be so familiar with them. Well, word cloud generators
are tools that demonstrate text in an unusually visual way, by taking
the most common words in a text and giving them more visual
prominence in color and size, in comparison to the less common
words in the same text.
2. organizing and brainstorming software
These tools can help teachers and students visually organize and
display information such as clusters, brainstorms, Venn diagrams,
and those visual supports that make sense of and organize texts, such
tools might include Webspiration, Inspiration, and SMART Tools.
If you ever need to make a cool graphic that organizes things, shoot,
let's do so now.
3. data collection and analysis.
These might include online survey tools such as Google Forms and
SurveyMonkey. And might involve polling software such as Poll
Everywhere, or devices, such as classroom clickers.
The point of these tools is to improve your ability to gather and
analyze information. You'll notice that the morphologist mentioned
that these tools can be used just about anywhere in a lesson plan.
4. communication and collaboration software.
Skype, FaceTime, TypeWith.Me, and even social media such as
Facebook and Twitter could be included here. Learning
management systems might also be included here since they help
improve an instructor's ability to communicate and collaborate with
students. Especially if those learning management systems include
tools such as discussion boards, live chats, and email.
5. instructional media.
This category includes media that was especially created for
academic environments, such as videos or interactive software meant
to teach a learner.
BrainPOP, Discovery Education Streaming, and Khan Academy
are examples of instructional media. Many teachers used TEDx and
TED Talks for instructional purposes as well.
6. creation, multimedia creation.
Multimedia creation means that teachers and/or students can
combine videos, text, pictures, drawings, and graphs into a final
product. This is often referred to as multimodal composition.
Perhaps the easiest example of this is a PowerPoint presentation, but
there are other ways to demonstrate student work. Many teachers
and students use Prezi, Keynote, VoiceThread,iMovie, blogs, and
vlogs.
7. Instructional interactives
allow learners to play games or interact with instruction. In the
mathematics world, for example, students can look at MathBoard to
interact with world problems and create hypotheses. In the language
learning world, The Voxie, EnglishCentral, and Duolingo come to
mind.
These programs allow learners to practice language using all kinds
of interactive games and activities.
8. databases and reference resources.
Online dictionaries, encyclopedias, and thesauruses are common.
Wikipedia is perhaps the most famous, but don't forget Wolfram|
Alpha and Gapminder. There are also very useful teacher tools
such as RubiStar that help teachers find rubrics of all kinds. That is
a useful reference. Category nine, our last category,
 is kinesthetic technology.
9. While this is still a new and emerging form of technology, it is
one of the most exciting. These technologies allow students to
move about and often consider the user's physical location and
movements. Think of the Nintendo Wii or Xbox Kinect, but also
tools such as GPS. Would you like to have a virtual tour
guide take you around Paris as you learn French? Well then, there is
a kinesthetic tech tool just for you.
III. TECHNOLOGY TOOLS ORGANIZED BY EVENTS OF
INSTRUCTIONS:

newbie from the very beginning with stimulating background information.

How do you do this in a traditional way? Do you use questions, pictures,
perhaps an anecdote a graph or a story?
For questions to give learners you can use tools found in category three.
Now let's think about pictures. Well, pictures and graphic organizers
you might find in category two. Don't forget great stimulating and
provocative videos created by folks in instructional media in category
five.
Those could be great for a warm up activity. Want to create your own
instructional media to stimulate background information? You might want
to create a PowerPoint, or other cool presentation. Category six. Or look
up some interesting facts that you can use to start a discussion.
Category seven, and so forth.
In other words, I love to stare at these categories and the list of tools as I
lesson plan, so that I can get ideas of how to best stimulate background
knowledge in my learners. Now, can you go through the same process
for the second event of instruction? You sure can. There are tools for
multiple categories to help you manage and organize your content and then
share the content and objectives with students. I love to share objectives
with students by going over a master list that I create in a paper syllabus
with the help from tools from category one and category five. Or perhaps I
send out an email
reminder category five or post the objectives in an LMS category four the
night before so that students know the topic ahead of time. This event of
instruction I actually think of as being timeless. Meaning that I think it
should be available anywhere, and everywhere for students. Learners
should always be able to see your objectives. And you should have a place
where you can easily refer to them, and discuss them. Starting to see a
pattern? This same process works for giving instruction. Our third event.
You might choose all kinds of
tools from any category and embed them into your lesson plan. Now, this
isn't to say that each category
is perfectly suited for each event. Take for example the next event of
instruction, practice and collaboration. On our lesson plan template we
often call
this guided and independent practice. Whatever you call it, the basic
concept
of this event should be clear to you. After you have given instruction,
it is a time for students to practice and master new information. So, are
there any tools to
help students to practice and work together to master information? Of
course, category one seems
like a perfect choice, and we haven't really mentioned it yet. Word
processing applications and word
cloud generators, here in practice and collaboration you can certainly
have students write things down in Microsoft Word and
share with a neighbor. Create a word cloud based on information
they just heard and so forth. And doesn't category four look like a
perfect fit for this event of instruction? These are tools specifically
designed for
helping learners to collaborate and communicate with each other. All right,
I hope you have the idea so far. But to be sure let's pause
here to allow you time to do some critical thinking yourself. I want you to
look at produce and
demonstrate proficiency. Our fifth event of instruction, imagine
that students have been working hard at understanding the lesson you just
taught. And you are now interested in having them
demonstrate that they know their stuff. What kinds of tools might help
you to test their knowledge? What kind of tools might help them
to create products that demonstrate their knowledge to you. I'd love to give
you tips and
ideas of the tools I would choose, but to be honest I think at this point it is
important that you start thinking and designing on your own. Learn the
categories, learn the tools, and
apply them to your lesson plan design. Got it? Good. One last word of
advice in regards to the
last event of instruction, assessment and feedback. Here your job as a
teacher
is that of an evaluator. In the fifth event, students just
demonstrated their proficiency. They produce some sort of artifact,
written or spoken. And your job now, in this sixth and final
event, is to assess how well they did. Well, I hesitate to discuss any one
commercial tool over another, for obvious reasons. I believe that the
ubiquity of Microsoft
Word makes it important to discuss for just a moment. Many of you may
be familiar with the fact
that you can review student work on Microsoft word, and provide
feedback
through tracked changes and comments. If you don't know how that
works,
I highly recommend it as a teacher. Google docs has a similar type
of ability to give feedback and has the added convenience of giving
feedback instantaneously and having several people collaborate
simultaneously on the same document. When giving feedback to students
especially at the junior high, high school, and university level, I truly
recommend getting to know those two tools. There are plenty of tutorials
online for you to explore how to give quality
feedback using Word and Google Docs. All right, nine categories in six
events. I know that is a lot but I hope you're
beginning to see that the nine categories, while useful to understand
groups of tools, can be use throughout a lesson
plan in a variety of ways. I hope you see that by understanding how
to combine both the nine categories and the sixth events of instructions.
You truly begin to see how you
are in charge of the technology and not the other way around. If you truly
learn these tools and
then consider them carefully throughout the lesson planning process,
you will begin to control the universe of technology
rather than having it control you.
In the last module, you completed a technology evaluation and reviewed other learners'
technology evaluations. Hopefully you discovered some new technology tools in the
process! Now we'd like for you to think about one of those technology tools in terms of
how you might use it in the classroom.

If you liked the technology tool that you evaluated in Module 1,

you can use it for this assignment. If you didn't like it, please fill
out a new Technology Evaluation Form, while keeping your
original objective(s) in mind. Please submit your form along with
your answers to the questions below for this assignment.

Peer-graded Assignment: Writing

Prompt
In the last module, you completed a technology evaluation and reviewed other learners' technology
evaluations. Hopefully you discovered some new technology tools in the process! Now we'd like for you
to think about one of those technology tools in terms of how you might use it in the classroom.

If you liked the technology tool that you evaluated in Module 1, you can
use it for this assignment. If you didn't like it, please fill out a new
Technology Evaluation Form, while keeping your original objective(s) in
mind. Please submit your form along with your answers to the questions
below for this assignment.

Then, note the following information for this assignment:

4. In this module, you learned about nine categories of technology (in Video 4.) Which category
would your technology tool fall into? (If it would fall into multiple categories, please list them.)
5. In this module, you also learned about Gagne's six events of instruction (in Video 5.) When
thinking about your objective and the technology tool that you selected, during which event
would you use this tool?
6. Please give a brief description of how you would use this technology tool in the event of
instruction that you specified.
 Technology Evaluation Template

GENERAL INFORMATION
Technology Name: Age/Grade Level: Technology Type:

Application Software Device

Source: (Web address, company name, etc.)

Associated Learning Standard(s) or Objectives: The resource may be generally applicable; if so, simply state that.

RESOURCE DESCRIPTION
Give a brief description of the resource.

The Resource Allows Students To: YES NO N/A

C Create: Students can use creative thinking or will create an innovative product.
o
n Connect: Students can communicate with others outside the classroom.
t
e Research: Students can gather, evaluate, and use information.
n Collaborate: Students can work together within the classroom or outside of the
t classroom. They can build upon each other’s knowledge and work.
a
Contextualize: Students can make connections between content areas, ideas, and/or
n solve problems in a real-world context.
d
P Critique: Students must think critically, solve problems, evaluate information, and make
e informed decisions.
d
a
g Build Technology Skills: Students must understand or be able to use technology
o concepts, systems, and operations.
g
y

RECOMMENDATION
Given the information above, would you recommend this resource? Why or why not? Include any additional
considerations or notes you have.

IMPLEMENTATION IDEAS
How could you use this in the classroom?

Note: The following criteria may also be considered in the use of this resource.
However, it is important to understand that these are secondary criteria to content
and pedagogy.
The Resource Allows Students To: YES NO N/A
Im Work at different levels or paces: Students work is differentiated through the
resource.
pl
e Gather data about themselves: Students can see their progress because the resource
m contains a tracking system.
en Work intuitively: Students work easily with the resource because it is user friendly and
tat intuitively designed.
io
n Be motivated: Students are engaged and excited to use this resource.

The Resource Is: YES NO N/A

Free: There is no financial cost for the students, teacher, or school.

Lo
gi Easily Accessed: The resource does not require licensing and is available through the
sti web.
cs Reliable: The resource does not have frequent bugs and may have some kind of
trouble shooting support available (either a “help” menu or a support team).
 IV. DIGITAL NATIVITY :
Learner one, you may have noticed, struggles with technology in general. This kind of
student simply has a lack of something we will talk about soon. Digital nativity.

Learner two on the other hand is controlled by external distractions of technology. We'll
talk about those distractions as well.
And learner three while using the technology correctly, fails to apply the technology to the
actual class assignment. In other words, the student can use the technology. She just doesn't
follow teacher directions.

But let's talk about each one in a bit more detail. Let's start with learner one. You won't very
likely encountered students who simply struggle with technology in general. These students
often lack general knowledge and may even have what is sometimes referred to as
technophobia, fear of technology itself. They may be afraid that no matter what they do, the
technology simply won't do what they ask it to. They may even be afraid of causing
technology to malfunction or even break. This lack of knowledge can manifest itself in
several ways. Often students like this will surprisingly say nothing. Rather than ask for help
students
with technophobia often shut down.
Because of a fear of looking dumb, especially in a class where other students may appear
to know more than them. Speaking of students who may appear to know more about
technology let's talk about the concept of digital nativity.
A digital native is someone who is simply born with technology around them.
Thus this individual is accustomed to different devices such as phones, tablets, laptops and
computers and they have an almost intuitive feel for devices. Have you ever seen a child
helped an adult with technology? That is a digital native.
As I alluded to before, students with technophobia are those that are often intimidated by
digital natives. To speak informally about learner one and students like her, we might say that
she is a digital foreigner. In other words, she speaks technology with an accent. Now, let's
talk about learner two.
The problem with learner two is quite the opposite of learner one. Instead of not
understanding technology this learner is likely a digital native who loves technology so
much that it becomes a major distraction in class. Students such as these often have multiple
devices themselves, and when they are given a device, such as a tablet, phone, or laptop, they
will often be more interested in what it can do than what he or they should be doing with the
technology.
In other words, this learner is, in a sense, controlled by the technology. Technology can be so
shiny. It can be so many things in so many ways, it can certainly help people to learn. But
more often than not it can take students away from learning and connect them to a vast world
of nothing. When I say a vast world of nothing, please don't be confused. I'm not stating that
technology can't connect you to great educational resources. Fantastic ways to interact with
others, and exciting possibilities for collaboration and understanding. But, students without
good teachers can often be poor consumers of online content and technological resources.
Now, let's talk about our last learner.
Learner number three. Do you remember what problems she had? While, she was using the
technology and using brainstorms correctly, she failed to follow the assignment. This kind of
technology and users often so excited with the technology
you have assigned and so used to technology in general, that he or she will begin to create
right away.
The problem with these learners is that, while they understand technology and quickly begin
to use it, they fail to connect the technology to the learning assignment. In other words, they
move so quickly that they don't follow directions well.

Now, let's look at all three learners together and compare and contrast them. You should be
able to identify learner one as a non-digital native while learners two and three are both
digital natives. You might be tempted to say that learner one needs more help than learners
two and three but that isn't quite correct. While learners two and three are both digital natives
and therefore more able to do assignments using technology, they often fail to do the
assignments correctly as well, so you will need to support. them in very important ways.
You also might be tempted to think that learners two and three have the same problem. They
aren't focused on the assignment, but as you will soon learn, the solutions we will present for
learners two and three are quite distinct.

Student-to-Content Interaction

This refers to students learning from course content and

participating in course activities. Creating dynamic content that is
delivered in a way that motivates students to learn from the
materials and participate in course activities is essential to
successful online learning.
Studies show that students have greater interaction with content
when teachers provide opportunities for continuous contact with
the content, provide opportunities to participate in course
discussions, and deliver the content in an interesting way for
students. The following tips focus on these areas.
...
27. Remember the multimedia principle. People learn better
from pictures and words than from words alone. As you design
and present your content, think about how you can incorporate
multimedia – videos, images, music, etc. – to help your learners
grasp important concepts. Research on the human brain has
shown that humans are generally visual learners, and that the
brain is able to process much more visual information than any
other type of sensory information. So use visual representations
as much as you can.
28. Remember the interactivity principle. This principle states
that people learn better when they can control the pace of their
learning. In online settings, this is almost second nature because
much of the content presentation happens through videos, where
learners can pause, go back, speed up, etc., if they want to. If you
have chosen a course platform that prohibits these actions, think
about changing platforms. Additionally, depending on the context
of your online course, being flexible with assignment deadlines
and course enrollments allows learners to set their own pace and
have more control over their learning and interaction with course
content.
...
Example Technology Survey

1. How often do you get online?

 At least once a day.
 2-5 times a week.
 Once a week.
 A few times a month or less.
2. How often do you check your email?

 At least once a day.

 2-5 times a week.
 Once a week.
 A few times a month or less.
3. We will be exploring some very exciting technologies in our Technology in the
Classroom course! We will need to use computers EVERY DAY in this class. Are you able to
bring a laptop computer with you to class?

 Yes.
 No.
4. What technology do you have access to on a daily basis? (Check as many boxes as
apply.) *

 Personal computer
 Smart phone or tablet
 Computer at your school/workplace
 Projector in the classroom
 All of the above.
 None of the above.
Using the numbers below, please rate your skill level with the
following technology tools:

1- I have never heard of this tool.

2- I have heard of this tool.

3 - I have used this tool personally.

4 - I have used this tool with students.

5 - I have taught others how to use this tool.

Technology Tools

1. Word processing software (e.g. Microsoft Word, Google Docs, Apple Pages)
2. Presentation software (e.g. Microsoft PowerPoint, Google Slides, Apple Keynote,
Prezi)
3. Spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers)
4. Email software (e.g. Outlook, Gmail, Hotmail)
5. Search engines (e.g. Google, Yahoo, Bing)
6. Typing Club
7. Blogger
8. Popplet
9. Bubbl.us
10. Lingua.ly
11. Visual Thesaurus and Vocab Grabber
12. Scoop.it
13. Google Bookmarks
14. Twitter
15. TedEd
16. Storify
17. FlipGrid
18. Padlet
19. Socrative
20. Jing
21. Vocaroo
22. SpeakPipe
23. Schoology
24. EdModo
25. EdCreations
26. Study Stack
27. Quizlet
28. Khan Academy
29. English Central
30. Wimba Voice
31. My Homework App
32. Teachers.IO
33. Grammarly
34. Camtasia
35. Hello-Hello English
36. Phonetics Focus App (Cambridge)
37. Digital recording devices (e.g. smartphone, digital voice recorders, online web
tools like Audacity)
38. Rubistar
39. SurveyMonkey
40. Google Forms
In the last module, you thought about how you might use a specific technology tool in one of your
lessons. Now, think about how you can engage students (digital natives and non-natives) in the
classroom.

Note the following for this assignment:

1. Please give a brief description of how you would use the technology tool that you selected in
one of your lessons.
- I log in to my account on Quizizz, then give a brief description of this game,
how it works, and how they can join in the game which was created
beforehand. This game, students can join in by using their phones to access the
game, so I’ll use my own phone to describe each step of how can I access the
game.
- Next, I’ll give students 5-7 minutes to try to access the game, while I’m
walking around the class to check If they have any problems.
- After successfully accessing the game by using their phones, I send them a
code number for the game, then they can type the number code in the code box
placed on their home page.
- Finally, I give them about another 5 minutes to play the game, it could be a
quiz or a multiple-choice question, or a fill-in-the-blanks game. After that, I
could literally see their point because the app also analyzes and collects
players’ marks.
2. What are some challenges that your students might have in working with this tool?
- First, They could have trouble with their phones when they try to approach the
app.
- Second, The model of their phones might be hard to approach the game with
pictures or sound texts. It’s hardly happened with the latest smartphones
- Finally, The internet connection could be a difficulty because this app needs
the internet connection in order to be accessed.
3. How would you deal with multi-levels (a combination of digital natives and non-natives)
using this tool in the same class?
- I usually ask some students who are tech savants to help non-native users with
their problems.
- Before that, I always give a specific guild for the whole class, then I’ll walk
around to support them individually.
- Another thing is to give them the amount of time to explore the app by
themselves. And don’t force them to do it as quickly as I do.