Having been an assistant professor or instructor for many years before moving into instructional technology, I am guided by the same principles that guided my instructional pedagogy in the classroom. Here’s what motivated my technology-enabled teaching projects:
- understanding that my role as guide or facilitator would redirect the center of the class toward students
- wanting to shift the work responsibility and choices of action to students through collaborative design
- appreciating the power of ownership students could achieve in their work
- incorporating moments for reflection and feedback
- getting students out of their comfort zones–which is generally the tired research essay
- providing new tools and situations in which students could apply knowledge
- providing projects that were directed at real audiences of readers or users
- respecting and valuing students’ self-evaluation
This is not a new revelation to me, and perhaps not to you; I just wanted to state it. By pigeon-holing instructional technology off in some corner as an unnecessary bells-and-whistles office, institutions stifle innovative pedagogy.
What I hope you see in this list is that we all have the same goals in education, whether teaching face-to-face or online, whether we use technology in the classroom, or out of the classroom, or not at all.