Classroom Technology Plan

Classroom Technology Plan

Technologies in Classroom

In this paper, we explore classroom technologies and how they can impact instructional goals. We begin by identifying a number of different technologies, including presentation tools, simulations, audience response systems (a.k.a. clickers), communications tools and ink-based computer tools, such as Tablet PCs. We then examine the role such technologies can play in achieving a variety of instructional goals. These observations lead to one of the key conclusions of the chapter: that the importance of sound course design (as well as its potential complexity) grows dramatically as classroom technologies are introduced. Finally, we consider how the expanding portfolio of classroom technologies is likely to impact the future of business education (Hawk, 2007).

Examples of Classroom Technologies

The range of classroom technologies - proven and potential - is so great and changes so rapid that it would be a pointless exercise to attempt to catalog them here. Instead, we will consider a broad portfolio of widely used and promising technologies, presented in Table 1 in appendix, with the expectation that the analysis presented can be generalized to other technologies. The items are sorted according to the 'category' column, which provides insights into how the technology would be deployed. Institution, for example, signifies institutional involvement, either through facilities infrastructure (e.g., academic computing-installed equipment) or through policy (e.g., requiring students in certain programs to have a laptop). The maturity column of the table refers to the degree to which the technology has demonstrated its potential in higher education, particularly business education. In line with the portfolio objective, established technologies, emerging technologies and experimental technologies are all represented (Kimball, 2006).

At the author's institution, a significant effort has been made to disseminate audience response technology across all disciplines. Part of the motivation for this effort was the versatility demonstrated by the technology in early pilot tests. Promising uses included:

Attendance tool: The technology allows attendance to be taken in large classes with minimal effort - even permitting spot checks to be made at various points in a class session.

Inducement for pre-class independent activities: Using the technology in quiz mode, students can be required to answer multiple choice questions on assigned readings or activities. Such quizzes appeared to have an impact even where no explicit weight was assigned to the results (Moore, 2004).

Formative assessment: In a number of courses, audience response quiz results are used by the instructor as a ...