Abstract:

Multiple teaching strategies and technologies exist to foster and democratize learning, so that optimal learning experiences are achievable any time, anywhere, in any environment. Such a plethora of teaching strategies and technologies can be overwhelming or daunting for instructors, who may struggle with finding how to improve their course using educational technology. Conversely, instructors may grapple with making good use of a certain technology for different learning activities. Stemming from our experience with improving the learning environment in higher education and professional development through implementing research-based teaching strategies and educational technology, we propose a comprehensive matrix to organize activities and technologies in connection with pedagogy. We will discuss examples at the intersections between a particular technology and a course activity, such as the use of learning pathways for out-of-class learning activities, the use of webcasts in a lab setting or field work, the use of clickers in lectures, the use of pencasting in study sections, and the use of online forums and quizzes as assessment. Exploring the matrix should provide the instructor with practical solutions for pairing technologies with learning activities in order to best promote learning. Altogether, this framework could be seen as an answer to some of the 'Grand Challenges in Science Education' as proposed by the magazine Science in April 2013, in particular to “use technology to improve pedagogy”, to “adapt learning pathways to individual needs”, and to “build and test tools and information systems that help teachers effectively use assessments to promote learning in the classroom”.

Keywords:

Educational technology, student-centered teaching, clicker, pencast, webcast, online teaching.