Teachers learn to enhance classes with technology

Integrating new technology into the workplace often involves growing pains and steep learning curves. This struggle to adapt holds true in higher education — unless you are a “digital native,” a student who grows up with new forms of technology. Conversely, administrators and professors without much knowledge of newer forms of technology are often called “digital immigrants.”

The difficulties of both groups were summed up by Jim Wolfgang, director of the Georgia Digital Innovation Group, in a panel discussion during the final day of the Digital Campus Institute at MU.

“As far as technology is concerned, changing the course of history is easier than changing a history course,” said Wolfgang, who appeared via video conference.

About 100 representatives from universities across the country gathered at MU on Monday through Wednesday to debate the merits of technology in teaching. The goal of the conference, which was co-hosted by Apple Inc., was to “reach and teach the digital native” in ways beneficial to both professors and their pupils.

“Faculty must embrace students as colleagues in the learning process,” MU Chancellor Brady Deaton said. “This leveling and balance will help create an exciting pattern of knowledge and development in higher education.”

The conference was held in part to figure out ways to implement the newest technological devices into the classroom. Included were presentations on the use of Adobe Flash animations and video and remote devices in lecture classes, but much of the discussion involved using Apple iPods as a learning tool. Jacquelyn Sandone, a Spanish professor and MU’s educational technology specialist, uses iPods as a way for her students to hear native speakers and to record their own voices for feedback.

“Forcing the students to record their own voices really helps them learn a different language,” Sandone said. “I can have them send their recordings

to me so I can check in with their speaking progress throughout the semester.”

Sandone also has her students interview native Spanish speakers twice a semester and complete multimedia presentations with iMovie or similar programs.

“Using technology in what they learn helps students connect

the classroom to the real world,” she said. “Students understand these things but sometimes need guidance in internalizing them.”

Attendees of the conference also focused on making the implementation of new technology into the classroom a campus-wide effort.

“It’s really all of the faculty who need to be educated about new technology, not the students,” said Pat Fallon, a professor of art at Ursuline College near Cleveland. “If you can get a whole campus to buy into a system, then the burden of using technology will be much lighter.”

At MU, faculty members are trying to convince campus administrators to initiate the iTunesU system into the fall curriculum. The system uses the popular Apple software’s interface but contains a variety of course content, including videos, lectures and interviews. It is in use on other campuses such as Duke and Stanford.

Despite the advancements in technology, presenters at the conference stressed that its use must have a defined purpose.

“You have to do new things with new technology,” said Brian S. Brooks, associate dean of undergraduate studies at MU’s School of Journalism. “You have to ask yourself what can be done with technology that we can’t do without it. Not asking that question is using technology just for the sake of using it, and that’s not very worthwhile.”