In an article published by MarketWatch, the UTeach Institute Launch Program has recently partnered up with Verizon to launch a program that aims to provide teaching support and assistance for future teachers wishing to effectively integrate mobile technology into STEM programs. Students, who are interested in STEM subjects (science, technology, engineering, and math), will benefit from this program, which ultimately hopes to improve student learning and interest in STEM at the higher education level by providing a relevant and exciting approach to teaching and learning in the STEM subjects.
The UTeach Institute Partners with Verizon to Help Teachers Integrate Mobile Technologies into STEM Teaching
Just recently, a group of academics, venture capitalists, and entrepreneurs gathered at New York University’s Stern School of Business to discuss educational technologies and their effects on the future of higher education. A critical question was posed about the future of higher education as technology continues to play a crucial role in the accessibility and distribution of education: How will higher education and/or the notion of “college” change as platforms, such as MOOCs, become common for others to use as alternatives to the traditional classroom and campus environment?
Stepping in to learn more about what was discussed during the meeting, Issie Lapowsky, a writer for Inc.com, explains how, even though many posed opposing viewpoints on the topic of technology and higher education, all came to a consensus on the simple fact that higher education will have to be restructured and that the “status quo is not an option”, as stated by NYU’s President John Sexton.
We’ve heard of gaming being integrated in primary school, but what about higher education? According to studies conducted by Gallup, the levels of student engagement fades the longer they stay in school. Engagement levels drop from 76% in elementary school to 44% in high school.
EdTech revealed in a recent article that levels of engagement has the potential to increase if colleges and universities integrate games into the classroom. Games are developed to create emotions of joy, pride, creativity, and curiosity just to name a few. It makes sense to want to integrate gaming in higher education- school is designed to be competitive just like a game. But if students fail they don’t have positive emotional resilience like gamers do, EdTech claims.
Here are three examples of games have been put into play across higher education. University of Washington has it’s own Foldit game, where students conducts scientific research to virtual protein folding. Then there is Urgent Evoke, which teaches social entrepreneurship. And lastly, there is Find the Future: The Game, which is a live game of library research and report missions. Each of these games call for critical thinking amongst students.
Now the next stage in higher education game design: “Should students be learning knowledge that is already known, or solving problems that nobody’s solved before?”
In The Chronicle of Higher Education’s report on Campus Computing Project’s annual senior technology administrator survey, the biggest concern (a whopping 80% from those who responded) was the capability of instructors to use emerging technology within the next few years.
It is very likely that students have witnessed this before: an instructor has pledged to make a grand presentation in the class, yet cannot seem to load PowerPoint. On countless occasions, more time is spent troubleshooting instructor’s technological flop than time spent teaching and learning.
With technology rapidly unfolding and the integration of classroom online learning resources such as Canvas, instructors need to have enough knowledge in technology in order to have an effective learning environment. Just as owning a camera does not make one a photographer, having a tablet does not make one a better instructor. Now more than ever, instructors need to catch up in this cat and mouse game before students begin to teach their teachers.
Ever had that feeling as an instructor where teaching a class felt like you’re striving to thread student discussion, yet it still leads to nowhere? Here’s a solution: ditch PowerPoint. Elimination of PowerPoint presentations with the replacement of a web presentation will enhance better conversations in the classroom according to a blog post regarding the Teaching Professor Technology Conference. Instructors will trade their method of teaching from design and present to present and discuss using the web solely as an aid rather than a tool to rely on. Web presentations allow more ‘collaboration and updating’ and while PowerPoint usually lists data and references, a web presentation has the ability to go directly to the web source, making students more interested in going into further research.
It’s definitely a different trade off especially if instructors have relied on images and charts to present information throughout their teaching career. So is it worth the risk? That’s up to the instructor to find out.
Or maybe you’re tired of PowerPoint in general, but still like the aspect of design in your presentations. Here are a few PowerPoint alternatives: