I was reading an article which talked about methods to enhance student engagement in large classes.
One of the ideas suggested is to move away from the computer/board, use I-Pad, connect it via wifi to the classroom computer, use I-pad as a clicker to enable you to move around the room and so on in order to make the class more interactive.
Now, here is my question.
How do we do the same thing in a classroom with no computer, no projector, no whiteboard, no wifi and no I-pad? I have struggled and failed to implement it in real life classroom.
Please share your experiences, methods that worked and suggestions !
Regards,
Ananth Saradhi
Since all the technologies you list require tactile interaction with a device, it makes sense to replace that interaction by other non-electronic equivalents in what is called kinaesthetic learning. To give a simple example, and something I have used myself, is to design "drop and drag" activities using cardboard cards on a desk; pasting post-it notes on a wall can function as a "storage cloud" or "messaging board".
Yes by using technology class room can be made more interactive. In real life with limited resources if the students are mature make a what's up group for continuous interaction. Or other social media sites but technology is not the replacement of human interaction. Some time it's even lead to health issues.
Since all the technologies you list require tactile interaction with a device, it makes sense to replace that interaction by other non-electronic equivalents in what is called kinaesthetic learning. To give a simple example, and something I have used myself, is to design "drop and drag" activities using cardboard cards on a desk; pasting post-it notes on a wall can function as a "storage cloud" or "messaging board".
Yes you can replace tactile interaction with a device. Further, in your instructional design use the Blooms digital verbs and the Technology Integration Plan to help to integrate the chosen device/technology in an effective way. For example, in the attached revised Blooms Digital Taxonomy, lower level thinking verbs like list and find are now converted to bullet-pointing and highlighting. As such, if you use the digital verb it points you to the device or technology you can use and at the same time makes it easier to measure how effectively the students are integrating and interacting with the technology. Always remember there's a big difference in using and integrating technology. In using it, the teacher drives the content, but in integrating the students interact with it. These resources can help to shed more light on these issues.
http://www.ccconline.org/wp-content/uploads/2013/11/Churches_2008_DigitalBloomsTaxonomyGuide.pdf
https://www.teachthought.com/technology/difference-technology-use-technology-integration/
http://www.tashandcoby.com/unit-plan.html
Best,
Debra
Considering your context which seems to be more of a traditional one, usung tech would be a tall order! Students and teachers need to be tech-literate, in the first place. If you're going to make your class interactive, there are a host of strategies suitable for your own context which can be applied without using tech!
I think the best way answer this question is to ask you to shift your thinking. I personally don't think of teaching methods as being "technology based" or not. Good teaching is good teaching! What the technology does is give you more options for interaction, conversation, and creativity.
I read some good ideas above for interactive activities. Here are more ideas:
- INTERACTION: Post questions or quotes around the room on chart paper and have each person answer on a sticky note (or even right on the paper), then take a gallery walk, reading and responding to each other.
- CONVERSATION: Have a "fishbowl" debate or discussion where a smaller group discusses a topic while seated in the center and the observers make notes about what they are thinking, then share and switch (have another group sit and discuss while others take notes).
- CREATIVITY: Have students draw (or sing! or dance!) responses to what they have read, rather than write.
It is still possible to experience meaningful learning without all the techical gizmos. I have researched on the games that childrren lay and found the swing to be gold mine of the Physics concepts. Learners understand their games better that computers and they have tacit knowledge of the various oscillation concepts from years of play at the swing: frequency, amplitude, damping, weightlessness, variations of kinetic and potential energy in one swing, resonance. So i feel, lack of digital devices is not lack of technology, the age old playground swing, the catapult, sling shot, the bicycle and even the boomerang are very sophisticated technologies (applications of science principles) which are accessible, cheap and usable without electricity . Change the idea that technology is only computers, i-pads, i-pods, i-phones and remeber that Technology was, the moment Man started making tools.
Perhaps,
I should have indicated clearly that the context is in a STEM undergraduate class.
The original article emphasized the use of technology in a class room in probably what was an American classroom setting. I work in India, which is a traditional setting, sometimes, uncomfortably so, with only chalk and board as a tool even at the University level . There is still a strong belief that "good teaching is good teaching". :) . I am not too sure of that at this point in my career.
I was puzzled that school teachers used/ advocated I-pads ( 1:1 ) as a tool to enhance engagement.
I couldn't be teaching diodes and transistors with the swing or the song and dance routine. :)
Thanks for the interesting spectrum of answers.
Regards,
Ananth
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