Abstract
Abstract:
Many people -- of all ages -- are almost constantly looking at a digital screen. Some of this use is because technology provides great tools for efficiency and for being in contact with otherwise inaccessible communities. At the same time, voices emphasizing the dangers of too much screen-time are becoming louder. This presentation demonstrates that intentional use of technology in our teaching, as well as mindfulness in use of technology in our lives can lead to better learning outcomes and even to improved well-being overall. Informed choices in daily use of technology can benefit all of us. Description of activity, project, or solution:
Part I - Using Technology Intentionally in Our Teaching:
This boils down to making sure technology, both in and outside of the classroom, is useful to your events. We have to take an honest look at what we are using currently and being open to make radical changes. What we cannot afford to do at this important (disrupted!) time in higher education is recreate current pedagogies with well-intentioned but misdirected technology choices.
The presentation includes examples from experts in this emerging field, such as José Antonio Bowen and Clive Thompson. In his book, Teaching Naked, Bowen contends that moving technology out of classrooms altogether will improve student learning. The presentation will include specific ideas about how to accomplish this (lofty!) goal.
In his book, Smarter Than You Think: How Technology is Changing Our Minds for the Better," Clive Thomson (who spoke at the NJEDge Annual Conference last November) writes about the many ways in which we can all benefit by being able to reach otherwise unreachable communities and by taking advantage of -- or even coming up with -- unprecedented tools that can make learning far more active and meaningful to our students. These types of projects often include mapping software and data analysis, referred to as Digital Humanities.
An example of Digital Humanities from my own University is a Comparative Religion professor, Louis Hamilton, who has collaborated with his students for the past six years on a Mapping Dante's Florence project.
Part II - Using Technology Mindfully in Our Lives:
Recently I posted a picture on Facebook, and an old friend of mine "liked" it. I hadn't heard from her in a while, so I wrote her a Facebook message asking her how she has been doing and saying that it would be great to catch up. She responded that it would be great, and asked when I might be available to talk on the phone. I sent a short answer that maybe in a day or two would be good. She then texted me that Monday would work, and asked what time I would be free. I just texted her that I'll try to call around 4:30. Before all of this technology, wouldn't I have just called her directly without making an official appointment? Why can't I still do that?
There is a lot of information in the media in recent years about mindfulness in technology use. It is ironic in a way, because there are numerous Apps that promote mindfulness, such as Arianna Huffington's GPS for the Soul, as well as any number of meditation Apps that are designed to encourage people to take a break from their busy (often technology-overloaded) days.
Outcome:
Teaching and "real life" technology use dovetailed nicely at the end of last semester. I taught a First Year Seminar called Intentionality and Technology: How does Screentime Affect Your "Real" Life? and presented on it at the NJEDge annual conference.
In my course I implemented some of the ideas about intentional use of technology. For example we used Google docs for in-class and group homework collaboration, I used Twitter to communicate announcements to class (in addition to posting them on Moodle), and I also used a 5-minute meditation (http://www.calm.com/) to begin each class period.
Now that the course is over, I've had some time to process how it went and what my students and I learned from it. I'm happy to report that my students were much more thoughtful about this than I had predicted. I will share some of their writing from the final assignment to conclude the presentation.
Importance or relevance to other institutions:
If our institutions intend to remain competitive in the quickly-changing world of higher education, we need to re-think pedagogical strategies at every level. Choosing carefully how to leverage technology in teaching is a part of the larger transformation that is occurring around us. Moreover, finding balance in our own lives also merits some serious rethinking of how much time we allocate to being on-screen and online.
About the speaker: Gamin Bartle, Ph.D., is Director of Instructional Technology and User Services at Drew University, where she also oversees instructional technology-related faculty development. Before coming to Drew, She taught German and managed Language Resource Centers at the University of Alabama at Birmingham and Tuscaloosa. Gamin received a Graduate Certificate in Training and Educational Technology in the Educational Technology Leadership program at George Washington University in December 2012.
Many people -- of all ages -- are almost constantly looking at a digital screen. Some of this use is because technology provides great tools for efficiency and for being in contact with otherwise inaccessible communities. At the same time, voices emphasizing the dangers of too much screen-time are becoming louder. This presentation demonstrates that intentional use of technology in our teaching, as well as mindfulness in use of technology in our lives can lead to better learning outcomes and even to improved well-being overall. Informed choices in daily use of technology can benefit all of us. Description of activity, project, or solution:
Part I - Using Technology Intentionally in Our Teaching:
This boils down to making sure technology, both in and outside of the classroom, is useful to your events. We have to take an honest look at what we are using currently and being open to make radical changes. What we cannot afford to do at this important (disrupted!) time in higher education is recreate current pedagogies with well-intentioned but misdirected technology choices.
The presentation includes examples from experts in this emerging field, such as José Antonio Bowen and Clive Thompson. In his book, Teaching Naked, Bowen contends that moving technology out of classrooms altogether will improve student learning. The presentation will include specific ideas about how to accomplish this (lofty!) goal.
In his book, Smarter Than You Think: How Technology is Changing Our Minds for the Better," Clive Thomson (who spoke at the NJEDge Annual Conference last November) writes about the many ways in which we can all benefit by being able to reach otherwise unreachable communities and by taking advantage of -- or even coming up with -- unprecedented tools that can make learning far more active and meaningful to our students. These types of projects often include mapping software and data analysis, referred to as Digital Humanities.
An example of Digital Humanities from my own University is a Comparative Religion professor, Louis Hamilton, who has collaborated with his students for the past six years on a Mapping Dante's Florence project.
Part II - Using Technology Mindfully in Our Lives:
Recently I posted a picture on Facebook, and an old friend of mine "liked" it. I hadn't heard from her in a while, so I wrote her a Facebook message asking her how she has been doing and saying that it would be great to catch up. She responded that it would be great, and asked when I might be available to talk on the phone. I sent a short answer that maybe in a day or two would be good. She then texted me that Monday would work, and asked what time I would be free. I just texted her that I'll try to call around 4:30. Before all of this technology, wouldn't I have just called her directly without making an official appointment? Why can't I still do that?
There is a lot of information in the media in recent years about mindfulness in technology use. It is ironic in a way, because there are numerous Apps that promote mindfulness, such as Arianna Huffington's GPS for the Soul, as well as any number of meditation Apps that are designed to encourage people to take a break from their busy (often technology-overloaded) days.
Outcome:
Teaching and "real life" technology use dovetailed nicely at the end of last semester. I taught a First Year Seminar called Intentionality and Technology: How does Screentime Affect Your "Real" Life? and presented on it at the NJEDge annual conference.
In my course I implemented some of the ideas about intentional use of technology. For example we used Google docs for in-class and group homework collaboration, I used Twitter to communicate announcements to class (in addition to posting them on Moodle), and I also used a 5-minute meditation (http://www.calm.com/) to begin each class period.
Now that the course is over, I've had some time to process how it went and what my students and I learned from it. I'm happy to report that my students were much more thoughtful about this than I had predicted. I will share some of their writing from the final assignment to conclude the presentation.
Importance or relevance to other institutions:
If our institutions intend to remain competitive in the quickly-changing world of higher education, we need to re-think pedagogical strategies at every level. Choosing carefully how to leverage technology in teaching is a part of the larger transformation that is occurring around us. Moreover, finding balance in our own lives also merits some serious rethinking of how much time we allocate to being on-screen and online.
About the speaker: Gamin Bartle, Ph.D., is Director of Instructional Technology and User Services at Drew University, where she also oversees instructional technology-related faculty development. Before coming to Drew, She taught German and managed Language Resource Centers at the University of Alabama at Birmingham and Tuscaloosa. Gamin received a Graduate Certificate in Training and Educational Technology in the Educational Technology Leadership program at George Washington University in December 2012.
Collection
Subject
Duration
00:34:21 (HH:MM:SS)
Language:
English
Target or Intended Audience
adult/continuing education, higher education, college, educator
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| Name | NJEDge.NET |
| Role | copyright holder |
| Telephone | (973) 596-5490 |
| Address | Office: 218 Central Avenue, Suite 3902, Newark, New Jersey 07102 |
| [email protected] |
Copyright Date
2014-03-28
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