Sustaining Technology Use

                                                                 Sustaining Technology

The technology that I choose was Learning Management Systems Blackboard. Blackboard is not new in the field of education and is normally used in addition to f2f classes, well at the community college I work at. Students normally can log into their classroom and access additional learning material that the teacher has posted.

The benefits of backboard is that it provides a learning atmosphere on-line where the teach and students can collaborate. It is designed for that particular class. Sometimes student seem afraid to try blackboard and I make it a requirement to log in to see their grades, check announcements, take quizzes, upload and download documents for the class.

I use blackboard in POLS 101 Introduction to government. I post research material that the students need in order to complete the two mandatory research papers that are due to successfully complete the course. I post announcements every week with videos to supplement the chapters. I also post power points for each chapter that the student can use to really the test that are kind of challenging.

Blackboard can be used to foster learning by the availability of the classroom away from campus. With blackboard students can work with other material that the instructor has posted that would have learn the material related to the course.  I also post links to You Tube videos that the student’s love. Videos supplement learning and students retain information longer from watching these videos ((Buzzetto, 2014).

Blackboard can be implemented with the “same requirements as a face to face class requiring the students to log on a specific amount of times while allowing flexibility” (Guillermo, n.d, p.62).

Strategies that I would use to sustain blackboard in my course is making discussions mandatory, downloading and uploading of material to past the course. I would also create quizzes and test within blackboard.

References

Buzzetto-More, N. A. (2014). An Examination of Undergraduate Student's Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process. Interdisciplinary Journal Of E-Learning & Learning Objects, 1017-32.

Guillermo. (n.d.). A Study of the Effectiveness of Blackboard Collaborate for Conducting Synchronous Courses at Multiple Locations. Retrieved from files.eric.ed.gov/full text/EJ1035850.pdf

Using Technology to Foster and Assess Student Learning

Using Technology to Foster and Assess Student Learning

The technologies that I chose were Blackboard and You Tube, I chose those technologies because You Tube is very popular and Blackboard is a popular teaching tool used to teach on-line and F2F .The benefit of Blackboard it that the instructor can maintain the grade center, email, post announcements, create discussion, create links to other websites like You Tube that have a selection of videos. 

I would use this technology to engage students face to face and on-line by developing goals and objectives  that aligne in order to be successful and would include strategies such as: 

(a) involving key stakeholders (students, faculty, 

administrators, parents, etc.); (b) ensuring that all goals and 

objectives reflect the individual and organizational values; (c) 

making it clear why they are critical to student success; (d) 

making sure the goals and objectives are measurable; (e) 

having the resources to meet the objectives.


I would use the technology to to engage students by 

having Students have “increased availability, quick 

feedback, improved two-way interactions, tracking, and 

building skills such as organization, time management and 

communication” (Writing Goals and Objectives. (n.d.)

I would use this technology to to asses student learning by 
establishing. In order to accomplish these objectives the students will be assessed in multiple ways by “establishing clear, attainable, measurable outcomes of students learning, providing opportunities for the student to achieve these outcomes and revising teaching practices to meet these objectives” (Gibbons,2011, p280).

References:

Writing Goals and Objectives. (n.d.) A Guide for Grantees of the Smaller Learning Communities Program. Retrieved from www2.ed.gov/programs/slcp/slc-wgandobj-book-f.pdf

Gibbons, B. (2011). Improving graduate students’ writing abilities: An analysis of a formative outcome-based assessment technique. International Journal of Learning, 18(3), 279–292.