Affordances and Technology

I have decided that once teachers become professors and must produce original research as part of their job description, it begins to get a bit ridiculus. Affordances just means methods of use for diffferent tools of teaching. So, why not say this instead of using the term "affordances"? Because someone had the bright idea that it would make a great paper to use this term instead of a simplier, more direct methd of writing. The project on affordances was interesting, but I already have good grasp on the ways most of the tool sets are used.Finding 5 "affordances" or uses for spreedsheets was rather hard after I had stated calculation of numbers, graphing and tables, but I managed. Hand calculations was so broad that I simply focused on the use of calculators.

Technology in the classroom

It was interesting to discover just what technology is being used in K12 and how extensively it is being used in teaching methods. Just 5 years ago, I still had students who were not computer literate in my courses. That is certainly no longer an issue. I actually think the K12 is more advanced in using technology to teach with than some of the professors at UAB.

I wonder if K12 also uses electronic testing? If so, how do they address the issue of cheating? I have students who take the exams and quizzes off campus, which is not something K12 would do, but even when the exams are given under the teachers nose, cheating can occur. UAB has provided us with Respondus Lockdown, which prevents the students from opening any other brower which taking the exams, and no other browser can remain open once the exam is activated. Once the exam is created, the teacher can go into security in Blackboard Vista, and select  Respondus Lockdown Brower. The student can only access the exam through this software, which is also provided in their online or blended course.

This is just one method. Timing the exams, not allowing the students to revisit the questions (which I do not agree with) not allowing automatic posting of the grades until everyone has taken the exam; these are other ways to discourage cheating.

I would like to hear from others who use technology for exams on how they deal with cheating.

In the beginning

In reflecting on how I entered the world of hybrid/online teaching, it is amazing how far I have come. When I was hired to teach at UAB, the department was still using scantrons for exams, printing out the exams, printing out the syllabi, handouts, and any thing else the professor wanted the students to have. That first year, I cut my printing costs by 2/3s by having electronic exams, and posting my syllabi and power points online.

It did not come easy. I went to seminars and other educational offerings in order to learn how to teach effectively online. I had to learn how to discourage cheating and detect plagiarism, how to encourage interaction within the community of students who were totally online as well as to motivate students who were in courses that were considered hybrid.

Yes, it was alot of upfront work setting up the courses. Teaching modules had to be created, the discussion board had to be organized, exams had to be uploaded and formatted. I added links to supplimental material so the students would have other sources of information more current than their textbooks. I discovered the world of YouTube videos. Chat was a good way to hold virtual office hours.

Then I had to teach my students how to be self directed learners. Most had always been dependent learners, and this concept was new and rather frightening to them. A common complaint was that they were teaching themselves and the professor wasn't doing anything. But they slowly came to understand the concept. Some were naturals. Others had to be instructed in motivational techniques. You see, this technique has its disadvantages when it is not used to include all types of learners. The professor must emerge him/herself in how this can be accomplished and become skillful with those techniques.

For visual learners, videos and video conferences work. For those who must hear the information, voice over used with text and power point works well. For those who learn by touch or writing, using assignments that steer the student in this direction are effective. Use of podcasts, wikis, iphones; all these electronic devices can be used to turn the student into a scholar.

Teaching using electronic devices is challenging to both the professor and the student. If used appropriately and creatively, it can also be fullfilling.