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Unit 6: Technology-Based Teaching

Estimated Duration for Study:

Introduction

This unit presents the use of technologies to support teaching and learning. The
educational use of computers and digital devices is almost taken for granted in education
and we now have a range of associated new technologies available, with opportunities to link
with each other in a variety of ways.

This unit adopts a critical approach to considering these technologies and their
various applications. The possible applications of digital devices and associated new
technologies are many and various; further, they are also developing rapidly. Thus in a unit
such as this it is possible to establish some important underlying ideas, together with a
sample of some of the possibilities. As you study the unit we encourage you to always have
learning and teaching at the forefront of your mind and consider the benefits of using
technology-based delivery methods in teaching and learning.

Learning Outcomes:

At the end of this lesson, you must have:

1. developed your thinking as a critical user/potential user of new technologies in education;
2. considered the uses of new educational technologies in teaching and learning;
3. explored and reflected on the use of new technologies and other applications for
educators to support learning; and
4. demonstrated understanding of the way in which technologies can support different
models of classroom engagement.

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Create a mind map with LEARNING at the center. Indicate the technologies that
could be used for learning. Consider this in the light of your educational
experiences – as a learner and as a future teacher. An example is given below.
You can create your own model of a mind map.

Learning

Over the years educational thinker Michael Apple (no connection with Apple computers!)
wrote some words which are as appropriate now as they were when they
were first written:

The new technology is here. It will not go away. Our task as

educators is make sure that when it enters the classroom it is there for politically,
economically and educationally wise reasons, not because powerful groups may be
redefining our major educational goals in their own image (Apple, 1992, p.120).

Reflect on some uses of new technology that your teachers have used in
your class? Are there any that you would consider to be particularly beneficial?

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What would be your evidence? Are there any that you consider perhaps to be less
beneficial?
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Abstraction

e-Learning

The concept of traditional education has changed radically within the last couple of
years. Being physically present in a classroom is not the only learning option anymore — not
with the rise of the internet and new technologies, at least. Nowadays, students can have
access to a quality education whenever and wherever they want, as long as they have
access to a computer (Educations.com, 2020). We are now entering a new era — the
revolution of online education and with the new normal, e-learning is now slowly embraced
in all levels of education. eLearning is learning utilizing electronic technologies to access
educational curriculum outside of a traditional classroom. In most cases, it refers to a
course, program or degree delivered completely online (elearningNC.gov, 2020).

There are many terms used to describe learning that is delivered online, via the
internet, ranging from Distance Education, to computerized electronic learning, online
learning, internet learning and many others. It is defined as courses that are specifically
delivered via the internet to somewhere other than the classroom where the professor is
teaching. It is interactive in that students can also communicate with their teachers,
professors or other students in the class. Sometimes it is delivered live, where students can
“electronically” raise their hand and interact in real time and sometimes it is a lecture that
has been prerecorded. There is always a teacher or professor interacting /communicating
and grading students’ participation, assignments and tests.

Methods of e-Learning

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e-Learning resources are related to online, delivery and interaction over the Internet,
using learning management systems (LMS) such as Blackboard, Moodle, Google classroom,
Vista or Angle. Using an LMS (and a web browser), students can log in from anywhere in the
world to access their class materials and interact with one another. Each institution uses a
specific system, but they are all similar in their ability to present course material including
class syllabus, assignments, quizzes, and provide video and audio plus a whiteboard screen
where the lesson is presented just like it would be on a classroom’s video screen or
blackboard. They can interact with instructors, access course materials and stimulate debate
among their fellow students when it fits their schedule

A learning system based on formalized teaching but with the help of electronic
resources is known as E-learning. While teaching can be based in or out of the classrooms,
the use of computers and the Internet forms the major component of E-learning. E-learning
can also be termed as a network enabled transfer of skills and knowledge, and the delivery
of education is made to a large number of recipients at the same or different times. Earlier,
it was not accepted wholeheartedly as it was assumed that this system lacked the human
element required in learning.

However, with the rapid progress in technology and the advancement in learning
systems, it is now embraced by the masses. The introduction of computers was the basis of
this revolution and with the passage of time, as we get hooked to smartphones, tablets, etc,
these devices now have an importance place in the classrooms for learning. Books are
gradually getting replaced by electronic educational materials like optical discs or pen drives.
Knowledge can also be shared via the Internet, which is accessible anywhere, anytime.

Online Learning

Online Learning encompasses a range of technologies such as the worldwide web,

email, chat, new groups and texts, audio and video conferencing delivered over computer
networks to impart education. It helps the learner to learn at their own pace, according to
their own convenience. Online Education requires a great deal of resources and careful
planning. In this, teachers act as facilitators rather than transmitters of content knowledge,
and ICT is regarded as resource that enhances the learning experience of students. Learners
learn through e-learning tools which are available to all. E-Learning has brought back the joy
in learning through its innovative and interactive content delivery and has proved to be more
appealing among students (Arora, 2019).

Characteristics of Online Learning

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1. Focus has shifted from Teaching to Learning–This is a fundamental change in

perspective and has a dramatic impact on the relationship between teachers and learners.
The learner’s activities are now the focus of the course. Online pedagogy mainly focuses on
the activities of the learner and sees teaching primarily as a means of support.

2. Online Learning is Learner- Centered –The learning process model has changed from
a ‘black box’ model in which inputs consist of presented knowledge and the metrics of the
output focus on what is known to a model that deals with the construction of cognition and
competencies.

3. Online Learning is Dependent Upon the Development of Learning Environments

–Online learning, with its focus on the learner, is moving from the traditional instruction
centered focus towards the support of learning. The role of the instructor is moving towards
being the constructor of the learning environment and as an advisor to the learner.

4. Online Learning is Active –The learner is challenged to own, manage and schedule
their learning. This can be a difficult task for some learners who, for the first time, may be
experiencing the ability to control what was typically controlled by the instructor.

5. Online learning should be Interactive and Collaborative –Media enabled learners

are empowered to interact with the content of the course, with the instructor of the course
and with the other learners in the course.

Distance Learning

Distance Education refers to a mode of learning in which students and teachers are
physically separated from each other. It is student-centered, guided independent study
making use of well-studied teaching and learning pedagogies to deliver well- designed
learning materials in various media. It is also sometimes described as flexible learning and
distributed learning (RA 10650, 2014).

Distance learning does not include any in-person interaction with an instructor or
study peers. Students study at home on their own, and the learning is more individual and
varies on speed and timeline according to each individual student and their availability.

Distance learning actually relies on the educational tools of online learning, and that
is probably why there is some confusion between the two. It is possible to study with online
distance learning as well. In that sense, distance learning is a subset of online learning.
Because distance education is remote, it can connect students to universities
worldwide, making it more accessible for students in different countries. It is also known to
be more affordable, which is another factor that helps make education more accessible to
many students around the world and in different socio-economic levels.
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The Benefits of Distance Learning

As mentioned above, students can study from universities around the world, even if
they are not able to travel to their preferred program. This allows top universities to be
available to students who would not otherwise be able to attend due to distance, finances,
or other circumstances.

Distance learning is extremely important for those who cannot attend programs due
to health complications, severe social anxiety, busy work schedules or parenting demands, or
any other situations which make it necessary to be confined to the home. This provides an
equal opportunity for people to access higher education despite restrictions or location.

Types of Distance Learning

1. Online courses
Online courses are usually offered as additional classes in traditional degrees. As long
as students have computer and internet access, they can learn and receive instruction at
home.

2. Hybrid courses
Hybrid courses combine traditional classroom settings with online learning at home.
This can mean that students learn individually at home and meet up for in-person
instructions or lectures at certain intervals during the course. The amount of at-home
learning and in-class learning varies for each hybrid course.

3. Conference classes
Conferencing allows students and teachers to meet up for class in real time, whether
in a group or one-on-one with an instructor. Using the phone or video chatting, such as
Skype, students and teachers can engage in live lessons despite distance.

4. Correspondence courses
Correspondence courses consist of students engaging in class material via mail or
email. Students receive material and assignments through mail, and they send completed
assignments back through the same method.

Blended Learning

Blended learning, also known as hybrid or integrated learning, has recently become
the dominant paradigm for technology-based learning among educators most especially in
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this time of new normal. Blended learning typically refers to a teaching approach that
combines a mix of online and face-to-face learning delivery for improved engagement and
better retention.

Blending face-to-face with online activities also has the potential of bringing the best
of both worlds together in a single course. In its most basic form, it combines a synchronous
face-to-face lecture with some online follow-up activities, such as discussion forums or chats.
Blended learning in the corporate training market is likely to continue to evolve and employ a
more varied mix of learning tools.

There is also evidence that blended learning is more effective than non-blended
approaches. In a controlled study, students who learned Excel tasks using a blended
approach showed a 30 percent improvement in accuracy and learned 40 percent faster than
their control groups in a non-blended approach.32 Successful blends use a course design
that ensures that each element complements the other without duplication. For example, an
instructor might be available for online discussions between classes, post required reading
on course websites, suggest further exploration with a list of links, archive answers to
frequently asked questions, and request that assignments be completed online.

Principles of Blended Learning (WVSU Flexible Learning Policy, 2020)

1. Digital literacy is a core skill for both faculty and students. As a 21st century
skill, this form of literacy is demonstrated in one’s ability to use multimodal
media and technology for critical and creative thinking, collaboration and
communication, and for education and the professions.

2. Pedagogy is the principal consideration in developing and designing blended

courses. Blended learning supports the process of transforming instruction to
serve the students’ learning needs in authentic and alternative ways.

3. Effective blended learning systematically combines the best features of face-

to-face and online learning environments. This provides for a variety of
learning experiences.

4. Effective blended learning constructively aligns learning outcomes, content,

learning activities, and assessment. It has the essential elements of
instructional design and accountability measures transported to another
learning platform.

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5. Blended learning adheres to relevant, experiential, and learner-centered

methods. The roles of teachers and learners shift as learners become more
independent and accountable for their own learning.

6. Blended approaches cater to diverse abilities and interests of learners. The

affordances of media and technology offer various and flexible ways of
learning that cater to learning needs and styles.

7. Faculty must be adequately trained and supported in the use of learning

management systems and platforms, tools, and various media for blended
course design and delivery to enable learners’ success. In turn, the faculty
establishes an authentic and encouraging learning environment, provides
timely feedback, and encourages collaboration.

8. Students must be adequately prepared to function in a blended learning

environment through easy access to services, tools, and open resources.

These principles cohere with the elements in the context of online and blended
learning put forward by Garrison (2017). In a mediated learning environment, educational
experience is at the intersection of social presence (setting the climate for learning and
collaboration), cognitive presence (selection of content), and teaching presence (structure
and process). An underlying principle is the provision of technical support and services for
faculty and students.

M-learning

Mobile learning, also known as M-learning, is a new way to access learning content
using mobile devices. It is possible to learn whenever and wherever a student wants, as long
as he has a modern mobile device connected to the Internet.
It is no secret that more and more people today access the Internet from a smartphone.
Desktop and laptop computers are still popular, and instead of choosing just one device, it
has become the norm to own multiple devices and use them for different activities.

Examples of Mobile Learning in Education

Sharing learning content for mobile consumption

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This is the most common way of using mobile learning. After creating learning
material (mostly using a desktop), teachers can share it with their students so they can learn
using their mobile devices, in their own time. It is easy to share the material through email
or by simply sharing the link by text message, for example. This method of mobile learning is
more about individual consumption.

Interaction during lessons

Mobile devices can be used for a blended learning approach. It is also possible to use
mobile devices for a blended learning approach. Instructors can ask questions during face to
face classes and the students can answer them via a survey that they take on their
smartphones. For that, theteacher can share a link to the survey, invite students by email, or
even create a QR code that can be easily captured with a smartphone camera. It is possible
to get immediate feedback, which is especially effective when having large groups or classes.

The main advantages of mobile learning

The Millennial generation has grown up with digital devices. So Mobile learning is
tailored to the way millennials work and think. But there are so many advantages with M-
learning that all generations can benefit from it. Let us take a look at some of the
advantages of M-learning.

1. Learn wherever and whenever you want

M-learning enables learners to take their learning materials with them.
Students do nothave to be at a specific place or to learn at the same time. Their
learning content is available for them in their pockets. Waiting time such as waiting
for a plane or flight time can be used for more productive tasks like learning
something new.

2. More motivation
Students can feel more motivated to learn something new or to take online
training if they know they can take their learning materials everywhere with them.
That is especially the case if they do not have time to learn during their regular work
hours.

1. Consider your own situation. Which of the e-learning methods mentioned

above is most suitable and beneficial for you?
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2. Can you also identify disadvantages of using these technology-based teaching

methods based from your own experience or from what you have observed
around you?
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Padagogical Wheel

The Padagogy Wheel developed by Allan Carlinton (2012) is designed to help

educators think – systematically, coherently, and with a view to long term, big-picture
outcomes – about how they use mobile apps in their teaching. The Padagogy Wheel is all
about mindsets; it is a way of thinking about digital-age education that meshes together
concerns about mobile app features, learning transformation, motivation, cognitive
development and long-term learning objectives.

The Padagogy Wheel is an everyday device that can be readily used by teachers; it
can be applied to everything from curriculum planning and development, to writing learning
objectives and designing centered activities. The idea is for the users to respond to the
challenges that the Wheel presents for their teaching practices, and to ask themselves the
tough questions about their choices and methods.

The Process

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The Padagogy Wheel brings together in the one chart several different domains of
pedagogical thinking. It situates mobile apps within this integrated framework, associating
them with the educational purpose they are most likely to serve. It then enables teachers to
identify the pedagogical place and purpose of their various app-based learning and teaching
activities in the context of their overall objectives for the course, and with reference to the
wider developmental needs of their students.

1. Identify the desired outcome. In your course documentation, identify which outcome you
are undertaking.

2. Match outcome with one of Bloom’s Revised Digital Technology Cognitive Domains.
Andrew Churches’ Bloom’s Updated-Digital Technology Taxonomy includes new learning
opportunities offered by emerging technologies.

Are the students going to be:

 memorizing (remembering) information?
 trying to understand meaning of information?
 applying the information construct or demonstration?
 analyzing information to deduce conclusions?
 evaluating information to consider an issue?
 creating with information to publish a project?

3. Choose one or two terms from the Action Verbs sector that matches the Bloom’s cognitive
domain term.

4. Select an activity type from the Activity sector.

5. Consider the apps in the corresponding sector. Then choose one to generate a learning
opportunity for your lesson.

6. Identify how the app will be used as a learning tool in terms of the SAMR model. Does it
simply substitute normal classroom learning activities? Does your new app driven learning
event

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Apps for Educators

Edmodo
Edmodo is a basic social
networking website that contains
several features similar to
Facebook: a scrollable “wall” or
“timeline” to which you can view
posts ordered by date, an
individualized profile page, push
notifications to show what is new,
easy access to sharing links, and an ability to send messages to groups or individuals. The
primary difference is that Edmodo was created with students and instructors mind by
merging familiar social networking features with features typically associated with classroom
management systems.

As an instructor, you can create assignments, build quizzes, poll audiences, manage
small groups, grade activities, and even award badges all within a 2 self-contained space
that enables students and instructors to maintain a degree of separation between their
academic and social worlds. With Edmodo, students and instructors can network in an
environment that keeps the focus solely on teaching and learning without the risk of
inadvertently glimpsing into each other’s private lives (Adams, nd).

Uses of Edmodo in the Classroom

Edmodo has many useful features designed to complement different types of
courses. In particular, it is especially advantageous for:

1. information sharing. Edmodo enables students to easily communicate with their

classmates and instructors. When communicating with classmates, Edmodo allows students
to ask each other questions as well as view and respond to each other’s 3 questions; they
also can share and view information. In my experience, students are quick to respond to one
another, which reduces the amount of e-mail messages and saves valuable time. For more
difficult questions, instructors can choose to respond directly on Edmodo, which allows all
students to view and benefit from these messages. This information sharing ability is also
useful for courses in which students need to share links with one another: for example,
students enrolled in a research methods course may share survey links from Google Forms
or students taking a public speaking course may share links to video presentations hosted on
YouTube.

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2. group work. Edmodo allows for the easy creation of small student work groups. Each
group has the ability to create a team name and work within an individualized space where
they can share ideas, articles, news, and resources with each other. This feature is especially
relevant in courses with group projects such as a research methods course in which students
may need to share empirical articles, post measures, talk about stimuli, or coordinate group
face-to-face meetings.

3. mobile notifications. When creating their accounts, students have the ability to
select whether they want to send or receive mobile notifications from their instructors in the
form of either an e-mail message or a text message. For example, instructors can use this
feature in the case of having to cancel class; students can use this feature to notify an
instructor that they are running late for an office visit.

4. assignments and grading. Adding assignments on Edmodo is simple. Although 4 these

assignments appear similar to a typical post on a social networking site, the post also
includes an area for students to upload any assignment materials. Grading can be handled
directly on Edmodo through an easy-to-complete touchscreen device, and students can view
their grades immediately on the site. In this instance, Edmodo can be used in lieu of a
classroom management system and enables students to manage their classroom information
on one site instead of two sites.

5. control and visibility. Instructors can maintain a degree of supervision and

management by maintaining access of conversations on the website. You can determine if
your students are sharing information, if they are uploading materials to share with one
another, and if they are responding to each other’s posts. Similarly, you can delete
inappropriate posts as needed and monitor website in the event that issues arise.

Google Classroom

Google Classroom is a
learning management system
(LMS) that aims to simplify
creating, distributing, and grading
assignments and engaging
students in learning online or
remotely. Google Classroom is a
free application designed to help
students and teachers
communicate, collaborate, organize and manage assignments, go paperless, and much
more! It was introduced as a feature of Google Apps for Education following its public
release on August 12, 2014.

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Assignment creation and distribution is accomplished through Google Drive while

Gmail is used to provide classroom communication. Students can be invited to classrooms
through the institution’s database through a private code that can then be added in the
student interface or automatically imported from a School Information Management System.

Google Classroom integrates with students’ and teachers’ Google Calendars. Each class
created with Google Classroom creates a separate folder in the respective Google service
where the student can submit work to be graded by a teacher. Communication through
Gmail allows teachers to make announcements and ask questions to their students in each
of their classes. Teachers can add students directly from the Google Apps directory or can
provide a code that can be entered for access to the class by students.

Benefits of Using Google Classroom

1. Google Classroom is easy to use. Compared to other LMS (Learning Management

Systems) that have been popular over the past decade, Google Classroom is
amazingly simple. Setting up a new classroom does not take much time or expertise.

2. Google Classroom helps to communicate more efficiently. The teacher will

enter the email addresses of the students just once, and classroom communication is
done. Just by entering the student in the classroom, the teacher has an email group,
a discussion group, and a Google Calendar automatically created. And it is easy to
add and remove students from the class as necessary.

3. Google Classroom helps to communicate more effectively. Probably more

important than being easy to use and efficient, the communication tools are also very
effective. Because it is all Cloud-based, there is no more “losing” of assignments by
students. If a student is absent, communication is seamless. Recently, Google
Classroom added a parent notification feature to keep parents informed about what is
going on in the “classroom.”

4. Google Classroom is more cost-effective and better for the environment. It

is a true advantage for schools to be more cost-effective when it comes to copies and
printing. If every student has a device that connects to the Internet already, every
sheet of paper that we save only makes the school more efficient and more
environmentally responsible.

5. Google classroom is better for students who struggle. The reason Google
Classroom is better is because of the organizational advantage it gives the students.
Assignments never get lost and each classroom is already organized by the teacher.
However, for these students, navigating this has to be taught. Even though students

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are digital natives, it does not mean that they understand how adults organize their
world to help them learn.

6. With Google Classroom, collaboration is easier outside of school (i.e.,

Flipped Classroom). It is Cloud-based and accessible from anywhere with a
connection. Students can share assignments and work from home together to
complete them. Collaboration is not just limited to working in a group with other
peers. A teacher can flip the classroom by sharing a video to go live in the evening,
requiring students to view it that night to prepare for a quiz on it the next day. The
possibilities are endless.

7. Teacher planning is easy, and the up-front time is worth it. More new
features in Google Classroom allow teachers to schedule out assignments in the
future. If a teacher has a prolonged absence, she could schedule out the assignments
and not have to rely on a sub to manage it all. Classrooms can also be used from
semester to semester and year to year.

8. Feedback is instant and usable. It is possible that students complete a multiple-

choice quiz as they watched the video. This increases engagement and
accountability, but also allows the teacher to view results at the end of the video. She
can then cover the material again if students struggled to respond with correct
answers.

9. Upgrades and improvements are a constant. This is by far one of the best-
selling points of Google Classroom. If something needs to be added or fixed, Google
actually listens and responds (both the assignment scheduling and parent
communication came from this). This also means that teachers will have to continue
to learn as they use it.

Kahoot
Kahoot is an online global educational brand that offers a
free student response platform resembling the popular trivia
game Quizzo. Kahoot is reminiscent of previous clicker
technology with the exception that it is free and easy to learn
and utilize. Educators use Kahoot! to create game-based
quizzes, discussions, and surveys. To start, instructors register
for a free account by going to https://create.kahoot.it. Once
registered, educators can select from millions of free public
games, and adapt them as necessary, or create their own.
The process is easy and straightforward.

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Kahoot! is free, easy for students to use, and simple for instructors to learn. In the
classroom, it is fast paced and fun, which supports creative energy and student participation.
ELearning experts state “forty years of research says yes, games are effective learning tools.
People learn from games and they will learn more from a game than from other forms of
learning” (Boller, 2012).

Uses for “Kahoot!” in the Classroom

Instead of using a worksheet at the end of a lesson for assessment, teachers can
consider using Kahoot! It is a fun and effective way to measure which concepts
students understand fully — and which might need reinforcement. If teachers are looking to
end class on an exciting note, Kahoot! is a great way to have fun while also utilizing class
concepts. Teachers can use Kahoot! as a bellringer or class starter to get students engaged
at the beginning of class. They can also use Kahoot! before introducing a new concept as a
form of pre-assessment to see how much students know about the new content. It can be
used throughout a lesson to measure student engagement and understanding. This can be
done by introducing content, then using Kahoot! to see what students understand and have
them explain why the answer is correct.

Why Use “Kahoot!”?

Kahoot! offers many benefits in the classroom. Because of its flexibility, Kahoot! can be
used in various subjects — even physical education. Kahoot! is a great way to keep students
engaged because it focuses on social learning and makes it fun. It is also simple to use
because it works on any device and players do not have to create an account.

Teach Learn Lead

Teach Learn Lead is essentially a social network for educators, designed to support
and connect new teachers as they navigate the beginning of their career in the classroom.
Within this community, teachers can share support and inspiration on topics spanning from
technology in the classroom to professional development (Rink, 2017).

Classroom Applications for Teach Learn Lead

1. Teachers can use this resource to ask their colleagues questions about different
teaching, learning, and educational topics.
2. When browsing by topics, teachers can learn about different strategies to further
student learning in their classroom.
3. Teachers can invite colleagues to join the Teach Learn Lead community. That way, as
questions are asked and ideas shared, more individuals will be able to offer input. It
might be a nice compliment to the network community included in Edmodo.
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How to Use Teach Learn Lead

First, users must register with the website, and they can do so by creating a unique
Teach Learn Lead account, or they link their Facebook or LinkedIn account to Teach Learn
Lead.
Next, the Teach Learn Lead wall will appear on their screen, and users can read
trending and recent posts.
In addition, users can click the nine white dots on the top right of the screen to load
a menu of options, which allows users to add and view polls, questions, posts, and events to
the wall for the community to view and respond to.
In addition, users can click the “Members” button to learn about fellow users, the
“Topics” button to view content by different themes, the “Drafts” button to access content
they are preparing to post, and the “Invite” button to offer an opportunity for other users to
join Teach Learn Lead. The “Dialogue” button lets users view recent conversation on Teach
Learn Lead, and by tapping the “Profile” button, users can see their recent activity and
notifications.

Slack

Slack is a communication and task management tool. Users can create specialized
messaging groups, or “channels,” according to different projects, teams, and organizations.
What makes it different from other communication tools is that it is specifically created for
work and collaboration. Files that are up to 1GB can be sent and searched within a channel,
which makes file management easy. Slack also allows users to integrate over 1500 apps and
services into the chat, so that they can work without having to switch tabs and accounts.
Functions like video chatting and screen sharing
make it ideal for teamwork. Bringing Slack into
the classroom can increase communication
and collaboration, facilitate project
management, and allow students to learn how
to use a tool that is popular in many workplaces
today.

With the number of existing communication tools already available, one may be
wondering how this one differs and why one might consider using it. Slack is organized into
‘channels’ which are like chat rooms dedicated to specific conversations. Messages posted to
a channel can be seen by everyone who subscribes to that channel or directed to specific
individuals and kept private. Unlike traditional chat rooms which may be hard to follow, Slack
supports threading, which allows participants to respond directly to posts within a channel
without interrupting the overall flow of conversation. Slack integrates with several third-party
services, such as Box, Google Drive, and Dropbox, as well as developer platforms such as

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Unit 6. Technology-Based Teaching
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GitHub and Bitbucket. It also has a powerful search feature, making it easy to find files and
specific topics in cross-channel conversations (Abrusini, 2019).

The following is a list of possible ways instructors can use Slack in the classroom:

1. Share information – Create channels for posting announcements, sharing articles,

links, relevant content, etc. Students can immediately ask questions or comment on
the post which could lead to a dialogue around a specific topic. This may help to
engage students in the topic as well as build a sense of community in the class.

2. Manage group projects – Each group can have its own channel to collaborate,
share files, and communicate with each other. Instructors can post resources for
groups in their specific channels and periodically check in and offer assistance as
needed.

3. Crowdsource class notes – Create a channel for students to contribute main ideas
from notes taken in class. This could eventually be used to create a study guide.

4. Poll the class – Slack includes a free polling tool which can be used to survey
students for a variety of reasons in real-time, during class, or asynchronously, outside
of class. Polls are optionally anonymous.

5. Include experts ‘in the field’ – Invite subject matter experts and/or those working
‘in the field’ to Slack so they can participate in conversations and answer student
questions. JHU instructor Jennifer Bernstein invites former students to stay involved
in her Slack channels so that current students can benefit from the perspective of
someone who has recently graduated and is now working in the medical profession.

6. Monitor student engagement – Slack provides an optional weekly summary of

usage statistics, including charts and graphs showing how many messages were
posted, files uploaded, etc.

Learning Activities:

1. Empowered learner
Students can create personal threads to track their learning progress.
Students conduct a self-evaluation of any individual/group project by reviewing the
record in a personal thread or a group project channel.

2. Creative communicator
Students create a channel that is dedicated to a group project, communicate, and
manage the process of the project within the channel.
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Students can submit different formats of homework to demonstrate their learning

outcomes by integrating external apps/services.

3. Global collaborator
Students can invite experts/professionals from around the world as well as community
members to join their channels.
Students can participate in discussions on related topics by entering public channels
created by the instructor or other users.

Additio

Additio App is an educational technology platform which meets teachers’ needs while
fostering student growth and family engagement. It stands out for features such as rubrics
assessments and standards-based grading, as well as for allowing teachers to plan lessons,
track attendance or create custom reports. It also allows families to be informed of the
progress of their children in class and to be involved in the learning process. Additionally,
students are constantly in touch with their teachers, and can receive all kinds of notifications
and their grades directly on their smartphones. The application is used by teachers in
schools around the world and is particularly present in #GoingGoogle schools and districts,
so that it is integrated with Google Classroom and G Suite.

From planning to grading students, Additio centralizes all classroom management in a

simple and easy-to-use app. It is a flexible multi-device tool available on web version, tablets
and smartphones.

Key features and advantages:

- Powerful digital gradebook.
- Lesson planner per sessions and curricular units with customized templates.
- Rubrics with the possibility of peer and self-assessment.
- Assessment based on skills and learning standards.
- Customized reports.
- Record of attendance, timetable, seating plan and calendar.
- Works offline on mobile devices.
- Integrated with Google Classroom and Microsoft for Education.
- Very easy to use and import data.
- Communication with students and their families.
- Compliant with EU GDPR laws.
- Export data to Excel and PDF.
- Organize and link resources in any format, even from Google Drive and Microsoft
OneDrive.

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- Calculate averages, round off grades and have more than 150 other features at hand
for your daily classes.

Doceri

Doceri is an interactive whiteboard app where teachers and students can create, record,
and narrate slide presentations. Whether they are starting from a blank screen or modifying
one of the sample projects, it is a fairly intuitive product. Users may opt to run the app on an
iPad alone or while running Doceri Desktop on a computer. When starting a new project,
students will see a blank whiteboard with a range of tools at the top. They can choose a
background such as a music staff, a map, graph paper, or a plain color, and create a
presentation with just a single slide or multiple slides. They can draw a picture, write out
some text, or add in some shapes. Students can record motions as they go, or record audio
or additional graphics to play over the finished slides. Then, students can save it all and play
it back for others to see, or export it as a PDF or YouTube video (Rogowski, 2019).

Using Doceri as a Teaching Tool

Doceri's range of backgrounds and the ability to narrate or record presentations offer
multiple classroom uses.
 Social studies teachers may opt to use the map backgrounds to demonstrate population
movement or help students learn to identify key geographical features of specific areas.
 Math teachers can also make good use of the backgrounds, choosing different grids or
graphs to teach students about ordered pairs and other geometry concepts. Students
can collaborate to work out math equations or record themselves explaining the process
they used to arrive at a solution.
 Other teachers may add their own diagrams or photos as backgrounds and use the tools
to label them as they present -- recording them to create material for flipped classrooms
or absent students.
 Doceri's hands-on design tools and attractive interface can get students' creative juices
flowing. With some attention given to basic design principles, students and teachers can
create unique presentations to make lessons and projects more engaging. Plus, when
teachers run Doceri Desktop alongside the app, it frees them up to move about the
classroom and interact with students more easily.

Students can record how they solved a problem or demonstrate how to complete a task
through recordings. Giving kids the chance to explain their learning allows teachers
opportunities to assess student understanding and provide valuable guidance and feedback.
However, they may not want to create a whole presentation that way. All words have to be
handwritten using a finger or a stylus, not typed through a font tool; this can make creating
longer or text-heavy presentations frustrating. Teachers will need to take some time to teach
students about key ideas, details, word economy, and how to incorporate impactful images
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Unit 6. Technology-Based Teaching
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and graphic organizers into their presentations. The time invested will pay off with more
informative slides that rely on the quality of text rather than the quantity.

Pocket Study

Pocket Study is a Mobile App

based teaching-learning platform. Here,
teachers can share content in the form
of audio flashcards, videos, and learning
materials. Students will be able to access
the content at any point of time on the
go through the app. Along with the
materials, there are even virtual classes
being held on the platform to make it
easier for students.

At this point, there are several traditional learning management systems in the
market. However, Pocket Study aims to create and share content in the easiest and effective
way possible, through mobile apps. It has an interesting audio technology for creating short-
revision centric flashcards which are also unique in the e-education industry. Also, there is an
interesting interactive virtual classroom module where teachers can take live interactive
classes.

Nowadays schools and coaching classes are using video conferencing software for online
teaching which are not purely educational institutions centric so ultimately MyClassCampus
has tried to develop end to end online teaching tool for every type of educational institutions
where teachers can upload content in the form of audio, video, flashcards and teachers can
also take live classes. there is no hustle of sharing meeting id and password, even online
lecture videos can be recorded and can be shared with students if any has missed the class
or lecture.

Some important benefits to students:

 Content access of entire syllabus in most organized way possible

 High quality short audio notes for quick revision with important content images
 Reference videos and learning materials
 Search any topic and access all important content and resources
 Mark important comment for future reference or revision
 Access high quality content anytime anywhere through smartphone
 Access of their own teachers’ content in their language/format of learning

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Some important benefits to teachers/school:

 Create a centralized library of important content for their own reference and
sharing with students
 Entire content as per structure of syllabus for quick and easy sharing
 Freedom to create content in most easiest and effective way possible
 Improve productivity of overall teaching and performance of students
 No language barrier and so easy to create localized content
 Bridge the gap between student-teacher association and learning process during
holiday or time of emergency
 Leverage power of Mobile App technology for new age digital teaching

Educreations

Educreations, a free app and online tool, aims to democratize learning by facilitating the
recording and sharing of interactive lessons.

Educreations allows teachers to not only create and share their lessons, but also use
other lessons from a central archive, browse the featured lessons for new ideas, and even
create a flipped classroom by designing lessons for students to watch and review at home.
Additionally, students themselves can create and share lessons, which are stored privately
and visible only by the student and their teacher.

The Educreations app is available for free from the iTunes store and allows teachers to
turn their iPads into an interactive whiteboard from which lessons can be recorded and
shared. For teachers without iPads, lessons can be recorded via their online whiteboard,
which works in all browsers that support flash. Users can design lessons, incorporate images,
videos, and presentations, record a narrative, and share the content with their students to
review. The company stores all the uploaded lessons on
their website educreations.com, which enables teachers
to also embed videos on other sites.

It is easy to use, so it makes a great tool for

assessing student knowledge. Putting this app in the
hands of the learners will give assessment a whole new
meaning. Students can create projects that apply to
every level of Bloom's Taxonomy verbally and through
illustrations

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Classroom Application of Educreations

Creating
Using Educreations, students can create a movie poster to advertise a story. They
can create a new product related to the story. Characters can be reconstructed to create
new endings to the story. Students can write and perform the inner dialogue of a character
in the story at a particular point in the story or write and perform the lyrics of a song the
main characters would sing if they became a singer. Students can construct the setting for a
story.

Evaluating
In the Language Arts class, students can use media to defend the position of a
character in the story from the characters point of view. Students can judge the theme of
stories by evaluating it based on personal opinion.
In math, present the students with a completed math problem and allow them to
judge whether a correct solution was found. Using a released test question, have the
students defend their solution.

Analyzing
Educreations in the Language Arts class can be used to distinguish between different
elements of various genres. Students can compare and contrast between characters in a
story or characters in different stories.
In science, students can distinguish the steps in the scientific process through
experiments of their own. Students can compare different animals (seal and sea lion) or
anything else one can put in a double bubble map.
In the math class, students can create graphs to differentiate between sets of data.

Applying
In the Language Arts classroom, students can use Educreations to dramatize .
Students can interpret how a character would respond in a different setting. In the science
class, students can classify plants, animals or states of matter. They can begin a scientific
journal where they sketch or illustrate the steps to their science fair project.
In the math class, students can demonstrate the steps to any math concept.
In Social Studies students can dramatize or illustrate historical events.

Understanding
Using Educreation in the science class, when given a picture of the solar system,
students can identify the planets. When given a picture of a plant, they can identify the parts
of a plant. Students can explain the steps to the scientific process. Using pictures, students
can explain the life cycle of an animal, the rock cycle or the water cycle.
In the Language Arts class, students can write vocabulary words and locate a picture
to show the meaning. Students can use pictures of a story to explain selected ideas from the

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Unit 6. Technology-Based Teaching
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story in their own words. In the same way, they can predict what could happen next in the
story before reaching the end of the story. Students can paraphrase the events in a story.

Remembering
Students can use Educreations in the Language Arts class to record themselves
repeating and listing their spelling words as they write them down. Students can state the
name of characters in a story from pictures of the characters. They can also reproduce the
setting using pictures of their own. Lists of different parts of speech can be created (verbs,
nouns, etc.). In the math class students can recall prime numbers aloud as they choose
them from a list. They can also reproduce their own flashcards in written and verbal form for
later playback. Students can use a circle map to define in writing and verbally.

Trello
Trello is a visual
collaboration platform that gives
teams perspective on projects.
Trello can be used to organize,
collaborate, communicate and
coordinate on projects and
assignments. Trello is great for a
variety of work, educational, and personal uses, from school bulletin boards, lesson planning,
collaborative student research projects and task management to planning and organizing
your next vacation with your family. The best part is Trello’s collaboration-ability – boards
can be viewed, edited, and managed by multiple members so classrooms, teams, or families
can keep track of everything and everyone in a really intuitive and visually appealing way.

Educational Use of Trello

Trello is a great tool for project-based learning. Students can use Trello to take
control of a project and outline the steps needed to bring it to completion. They can split up
tasks and plan what they need to meet goals. They can move cards around as needed, or
as pieces are completed, and you can track their progress in real time as they go! You can
even go in and set deadlines for individual components, which may help those
procrastinators in your classroom. It is a great tool for synchronous or asynchronous
communication, active learning, cooperative learning, and conducting research.

Suggested Learning Activities Using Trello

Elementary School (Grades K-5):

Have a Trello board or list for each student. List student goals on the Trello board
each week, and make each student responsible for adding a card outlining how they
achieved that goal, or what they need to achieve that goal. For example, if you are working
on a cooking project with your student, the goal may be to follow and implement a cooking
Facilitating Learner-Centered Teaching
Unit 6. Technology-Based Teaching
 26

recipe. Students may need to use their knowledge of fractions to achieve that goal, or work
on their fractions more if they struggled. This would be included on their card for that week.
Have parents subscribe to their students’ board to track their progress.

Middle School (Grades 6-8):

Have a group of students brainstorm a question, then work through a Trello board
template of steps defined by the teacher to answer that question. This project based
learning model could walk students through brainstorming a question, doing research on
that question, outlining the key facts from that research, and drafting sections of a paper,
creating a youtube video, ora presentation about what their question. Require each student
to add a certain number of cards to each list through the process.

High School (Grades 9-12):

Have each student create a Trello board listing the standards that they will learn in
that class year. The rest of their board will have lists with topics such as what they 1) are
currently learning, 1) are studying to be assessed, 3) have been assessed, and 4) have
mastered. For example, a high-school algebra course may include standards such as “Order
of Operations”, “Understanding Inequalities”, “Scientific Notation”, and “Squares and Square
Roots”. Have students be responsible for moving cards of standards through this process as
they go, and adding documentation to those cards as they progress through each phase.

Higher Education:
Have each student create a Trello board to organize their process in writing a
research term paper. Assign each student two peers who will be viewing and editing
members of the student’s board, who will assess and analyze the students’ process through
the Trello activity log and provide feedback and suggestions.

Which of the following applications presented and discussed have you used in
your class in the past? How did this facilitate teaching and learning?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Unit 6. Technology-Based Teaching
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As a future educator, try exploring all the applications presented in this unit.
Which application would you advocate to use in your own context of teaching?
Explain why.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Create an Info graphic of any of the application which you can use
for education? Please be guided by the rubric given.

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Unit 6. Technology-Based Teaching
 28

Read a research or a study related to any of the technology-based

teaching methods or approaches. Fill out the matrix below.

Research Title:

Problem:

Research Methodology:

Findings:

Conclusions and Recommendations:

References:

Teaching Implications

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References:

Arora, M. (May 2019) Online learning. Retrieved from https://www.researchgate.net

publication/332833360_Online_Learning

Rogowski, M. (2019). Doceri interactive whiteboard. Interactive whiteboard app for

designing and recording presentations https://www.commonsense.org/
education/app/doceri-interactive-whiteboard

Rink, T. (2017). Apps for teachers. https://blog.mimio.com/top-10-app-picks-part-1-apps-

for-teachers

Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British
Journal of Educational Technology, 38(3), 478-488. doi: 10.1111/j.1467-
8535.2007.00711.x

Becker, K. (2001). Teaching with games: The minesweeper and asteroids experience.
Journal of Computing in Small Colleges, 17(2), 23-33.

Bergin, S., & Reilly, R. (2005). The influence of motivation and comfort-level on learning to
program. Proceedings of the 17th workshop on psychology of programming – PPIG,
293-304.

Boller, S. (2012, October 20). Game based learning: Why does it work? BLP News—Lessons
on Learning Blog. Retrieved from http://www.bottomlineperformance.com
/gamebasedlearning/#_edn2

Carrington, A. (2012). Padagogical wheel. https://designingoutcomes.com/assets

/PadWheelV5/PW_ENG_V5.0_Apple_iOS_PRINT.pdf

Clark, R. & Mayer, R. (2008). eLearning and the science of instruction: Proven guidelines for
consumers and designers of multimedia learning . San Francisco, CA: Pfeiffer.

Educations. Com (June 2020). 5 reasons why online learning is the future of education
Retrieved from https://www.educations.com/articles-and-advice/5-reasons-online-
learning-i s-future-of-education-17146

Elearning.gov (2020). What is eLearning? Retrieved from http://www.elearningnc.

gov/about_elearning/what_is_elearning/

Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and
strategies for training and education. San Francisco, CA: Pfeiffer.

McGinnis, K. (April 2020). Teachers' essential guide to Google Classroom.

https://www.commonsense.org/education/articles/teachers-essential-guide-to-
google-classroom

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The Economic Times (2020). Definition of 'E -learning. Retrieved from:

https://economictimes.indiatimes.com/definition/e-learning

University of Masachusettes (2019). Online tools for teaching & learning. University of -
tools/trello/

University of the People (2020). What is distance learning? The benefits of studying
remotely. Retrieved from https://www.uopeople.edu/blog/what-is-distance-
learning/#:~:text=Merriam%20Webster%20defines%20distance%20learning,separat
ed%20from%20teachers%20and%20peers.

Quizworks BV (2020). What is Mobile Learning (m-learning)? Definition explained . Retrieved

from https://www.easy-lms.com/knowledge-center/lms-knowledge-center/mobile-
learning/item10388

WVSU (2020). Flexible learning policy.

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