Technology and Pedagogy: How Do They Match?

Technology and Technology and Pedagogy: How Do They Pedagogy: How Do They

Match?Match?

Presented by Dr. Sara Rofofsky MarcusPresented by Dr. Sara Rofofsky MarcusElectronic Resources and Web Services LibrarianElectronic Resources and Web Services Librarian

Kurt R. Schmeller LibraryKurt R. Schmeller LibraryQueensborough Community CollegeQueensborough Community College

[email protected]

mailto:[email protected]

IntroductionIntroduction

This discussion-based, hands-on This discussion-based, hands-on workshop will explore the plethora of workshop will explore the plethora of technologies available today, technologies available today, investigating their pedagogical use in investigating their pedagogical use in classes. classes.

What Can We Do?What Can We Do?

A.A. Forget about these students – they Forget about these students – they should have to come to the libraryshould have to come to the library

B.B. Figure the students will get help Figure the students will get help elsewhereelsewhere

C.C. If they really want help, they’ll If they really want help, they’ll come to us in the librarycome to us in the library

D.D. Bring the library to the studentBring the library to the student

If you selected D, you are If you selected D, you are correct.correct.

• We should bring the library to the We should bring the library to the students. Today’s technologies are students. Today’s technologies are making this much easier. making this much easier.

Serving a Non-Traditional Serving a Non-Traditional StudentStudent• Non-traditional students are entitled to the same services and Non-traditional students are entitled to the same services and

resources as traditional.resources as traditional.– InteractionsInteractions

• Live Chat / IMLive Chat / IM• E-mailE-mail• TelephoneTelephone• In-personIn-person

– ResourcesResources• Online DatabasesOnline Databases

– ArticlesArticles– BooksBooks

• Interlibrary Loan (available both on- and off-campus)Interlibrary Loan (available both on- and off-campus)• Wide range of reading levelsWide range of reading levels• Textbooks for use by students who cannot afford themTextbooks for use by students who cannot afford them

– InstructionInstruction• Student comes to the professorStudent comes to the professor• Professor comes to the studentProfessor comes to the student• TutoringTutoring

– RequiredRequired– voluntaryvoluntary

• Self-training / tutorialsSelf-training / tutorials

Going to the StudentGoing to the Student

• Some students, even traditional Some students, even traditional ones, feel intimidated when forced to ones, feel intimidated when forced to ask for help. Looking at someone, ask for help. Looking at someone, simply walking up to a person and simply walking up to a person and seeing their nonverbal language can seeing their nonverbal language can intimidate a potential patron. intimidate a potential patron.

• Providing alternate means of Providing alternate means of interacting is a great way to go.interacting is a great way to go.

Ways to Reach the StudentWays to Reach the Student

• Synchronous or AsynchronousSynchronous or Asynchronous

• Text, Video, or AudioText, Video, or Audio

• Required or OptionalRequired or Optional

• Group-based or IndividualGroup-based or Individual

• Class-based or Library-basedClass-based or Library-based

Synchronous or Synchronous or AsynchronousAsynchronous• IM / Chat or E-mail?IM / Chat or E-mail?• Telephone or Voicemail?Telephone or Voicemail?

• In other words, are you communicating (in In other words, are you communicating (in some form) in a ‘live’ manner or not?some form) in a ‘live’ manner or not?

• Some people prefer to have time to think out, Some people prefer to have time to think out, or rehearse, what they want to say, and or rehearse, what they want to say, and therefore benefit from asynchronous therefore benefit from asynchronous communication.communication.

• Others prefer to ‘think on their feet,’ and enjoy Others prefer to ‘think on their feet,’ and enjoy the spontaneity and immediate feedback.the spontaneity and immediate feedback.

Text, Video, or AudioText, Video, or Audio

• IM / Chat or Telephone?IM / Chat or Telephone?

• E-mail or Voicemail?E-mail or Voicemail?

• Some people prefer to use text, or Some people prefer to use text, or writing, to communicate.writing, to communicate.

• Others, prefer to use their voice and Others, prefer to use their voice and ears to communicate.ears to communicate.

How to DecideHow to Decide

• Rather than you making the decision on Rather than you making the decision on how to communicate, offer your students how to communicate, offer your students options. options.

• Have Have – chat (or IM) office-hourschat (or IM) office-hours– e-mail accesse-mail access– traditional face-to-face office hourstraditional face-to-face office hours– discussion board access to the instructor (for discussion board access to the instructor (for

non-personal questions)non-personal questions)• By providing all of these options, students By providing all of these options, students

can then pick the method best suited to can then pick the method best suited to their need at the time.their need at the time.

Required or OptionalRequired or Optional

• When something is required, it is more likely When something is required, it is more likely to be done – be it a homework, a class to be done – be it a homework, a class meeting, or returning a form to your job. meeting, or returning a form to your job. When it is optional, it is harder to get there for When it is optional, it is harder to get there for that help.that help.

• However, having the communication or However, having the communication or activity required means that the student activity required means that the student needs to be able to access these services. needs to be able to access these services. The technology, interaction, or activity can The technology, interaction, or activity can only be required when it is accessible to all.only be required when it is accessible to all.

What Can We Do?What Can We Do?

A.A. Serve only the students we Serve only the students we recognize from our own experience recognize from our own experience as a studentas a student

B.B. Serve only those we have Serve only those we have experience in servingexperience in serving

C.C. Learn about other ways to serve Learn about other ways to serve studentsstudents

D.D. Give upGive up

If you selected C, you are If you selected C, you are correct.correct.

• Learning about the different Learning about the different technologies, the different methods, technologies, the different methods, and raising awareness of these helps and raising awareness of these helps both the student both the student andand you! you!

Why does this help me?Why does this help me?

• When you serve the student in the When you serve the student in the method of communication best method of communication best suited to their needs, rather than suited to their needs, rather than your own, you are enabling that your own, you are enabling that student to focus more on the content student to focus more on the content of their communication rather than of their communication rather than on the technique of their on the technique of their communication.communication.

How Do These Adaptations How Do These Adaptations Benefit the Traditional Benefit the Traditional Student?Student?• Separate but equal? Definitely not – all Separate but equal? Definitely not – all

students should have access to the students should have access to the resources, whether they are distance or resources, whether they are distance or traditional students. traditional students.

• Even a traditional student might not be Even a traditional student might not be able to physically access the course at all able to physically access the course at all timestimes

• Some students prefer to use an alternate Some students prefer to use an alternate means of communication, and this should means of communication, and this should be made availablebe made available

An ExampleAn Example

• Consider a student who’s first language is Consider a student who’s first language is not English. They might be shy about not English. They might be shy about speaking, might not pronounce a word speaking, might not pronounce a word correctly, might not understand what you correctly, might not understand what you are saying. Their written English skills are saying. Their written English skills might be better than their verbal. might be better than their verbal. – This student would benefit from using written This student would benefit from using written

communications – such as IM or e-mail, or even communications – such as IM or e-mail, or even a handout rather than verbal instructions – to a handout rather than verbal instructions – to better comprehend what is said.better comprehend what is said.

– This student might also prefer to use a self-This student might also prefer to use a self-paced tutorial, rather than a librarian-led one, so paced tutorial, rather than a librarian-led one, so that they can repeat parts when needed.that they can repeat parts when needed.

Another ExampleAnother Example

• Consider a student who is swamped Consider a student who is swamped for time. They can’t stay around for time. They can’t stay around long enough to learn anything.long enough to learn anything.– This student too would benefit from a This student too would benefit from a

paper to take home, or a self-paced paper to take home, or a self-paced tutorial that they could start and stop tutorial that they could start and stop whenever they had time.whenever they had time.

What about the verbal What about the verbal learner?learner?• The verbal learner might benefit from The verbal learner might benefit from

hearing the librarian.hearing the librarian.• However, this does However, this does notnot mean that face-to- mean that face-to-

face contact is required.face contact is required.– Telephone, VoIP, Web conferencing (i.e., Telephone, VoIP, Web conferencing (i.e.,

Elluminate) can all work as well.Elluminate) can all work as well.– The ‘roaming librarian’ might also work in this The ‘roaming librarian’ might also work in this

instance, reaching out to students who do not instance, reaching out to students who do not want to approach ‘want to approach ‘THE DESKTHE DESK’’

– Recorded verbal sessions (such as podcasts) Recorded verbal sessions (such as podcasts) can also work.can also work.

Don’t forget the visual Don’t forget the visual learnerlearner

• Captured sessions, screen sharing, Captured sessions, screen sharing, tutorials with screen caps, handouts tutorials with screen caps, handouts with visual directions – these can all with visual directions – these can all help this learner too.help this learner too.

What Should I Remember?What Should I Remember?

• Not everyone thinks, or learns, the same.Not everyone thinks, or learns, the same.

• This does not make them ‘bad’ learners. This does not make them ‘bad’ learners. This is what makes each of us unique.This is what makes each of us unique.

• Rather than trying to force a person to Rather than trying to force a person to learn as you do, or as we have been learn as you do, or as we have been taught to teach, teach the person as they taught to teach, teach the person as they wish to learn. Taking these few seconds wish to learn. Taking these few seconds (or even minutes) at the start can help (or even minutes) at the start can help save time and frustration in the long run.save time and frustration in the long run.

So, What Technologies and So, What Technologies and Considerations Are There?Considerations Are There?

[open discussion][open discussion]

TimeTime

Do you have to be at the same time Do you have to be at the same time (either at the same place or a (either at the same place or a different place) as the person making different place) as the person making / giving / etc. the item? For example, / giving / etc. the item? For example, if I request an ILL over the phone, I if I request an ILL over the phone, I have to be at the same time as the have to be at the same time as the person I am speaking to (unless I am person I am speaking to (unless I am using an automated voice system).using an automated voice system).

SpaceSpace

• Do I have to be in the same place? Do I have to be in the same place? For example, do I have to be at a For example, do I have to be at a specific fax machine to receive the specific fax machine to receive the fax, do I have to physically come to fax, do I have to physically come to campus to pick up the article?campus to pick up the article?

Technical RequirementsTechnical Requirements

• Yes, you need a computer. But, what Yes, you need a computer. But, what type of computer? What type of type of computer? What type of software? Can it be a terminal, or software? Can it be a terminal, or does it have to be a full desktop / does it have to be a full desktop / laptop? laptop?

Disability IssuesDisability Issues

• Visual, auditory, manual dexterity, Visual, auditory, manual dexterity, textual. textual.

Language IssuesLanguage Issues

• If they are both in English, what does If they are both in English, what does this do for those with other this do for those with other languages besides English? languages besides English?

Privacy IssuesPrivacy Issues

• Can anyone track what you are Can anyone track what you are reading, for example? reading, for example?

Participant Size Participant Size

• How many participants can How many participants can effectively use this technology?effectively use this technology?

Content / Editorial Control Content / Editorial Control

• Who controls what you say? Can it Who controls what you say? Can it be moderated? Can you edit what be moderated? Can you edit what you’ve said?you’ve said?

Intellectual Freedom / Intellectual Freedom / CensorshipCensorship

• Who controls what you say? Who controls what you say?

Instant MessengerInstant Messenger

• AIM, Google Talk, etc.AIM, Google Talk, etc.

Bulletin BoardsBulletin Boards

• AKA Discussion Boards / Message AKA Discussion Boards / Message Boards / Threaded DiscussionsBoards / Threaded Discussions

PodcastsPodcasts

• Audio recordings available for Audio recordings available for listening online or downloading.listening online or downloading.

Videocasts (i.e., YouTube)Videocasts (i.e., YouTube)


Web Conferencing (i.e., Web Conferencing (i.e., Elluminate)Elluminate)


Social Bookmarking (i.e., Social Bookmarking (i.e., del.icio.us)del.icio.us)


WikisWikis


BlogsBlogs


Photo Sharing (i.e., Flickr)Photo Sharing (i.e., Flickr)


File Sharing (i.e., Xythos, File Sharing (i.e., Xythos, Google Docs)Google Docs)


EmailEmail


Listservs / GroupsListservs / Groups


Social Networking (i.e., Social Networking (i.e., MySpace / Facebook)MySpace / Facebook)


Multi-User Virtual Multi-User Virtual Environments (aka MUVEs) Environments (aka MUVEs) (i.e., SecondLife)(i.e., SecondLife)


QuestionsQuestions


ContactContact

Sara Rofofsky Marcus, Ph.D.Sara Rofofsky Marcus, Ph.D.Electronic Resources / Web LibrarianElectronic Resources / Web LibrarianKurt R. Schmeller LibraryKurt R. Schmeller LibraryQueensborough Community College / CUNYQueensborough Community College / CUNY222-05 56 Avenue222-05 56 AvenueBayside, New York 11364Bayside, New York 11364(718)281-5795(718)[email protected] [email protected]

Documents

Technology and Pedagogy: How Do They Match?