"How to" Guideline series is coordinated by Helen Mongan-Rallis of the Education Department at the University of Minnesota Duluth. If you have any questions, comments, or suggestions to improve these guidelines please me at e-mail hrallis@d.umn.edu.

Using Computers to Assist in Teaching and Learning

Developed by Helen Rallis, based on input from UMD faculty, updated January 28, 2000

Ways in which faculty are using computers to assist in teaching and learning:

To replace writing on the chalkboard/white board/overhead:

• Instead of writing on the board, instructor or a student takes notes on the computer and projects this onto the screen so the whole class can see this. Purposes:
  • Enables the students to read what has been written more easily than instructor's handwriting.
  • This can then be saved as a record of class (summary of class discussion or group work) then e-mailed to the whole class or posted on the course web page.
  • Students can work in small groups and use laptop computers to take notes on their group's discussions (replacing the use of poster paper or handwritten overhead transparencies). When they share their group's findings with the whole class, they copy their work to disk and bring it up to the front of the class to project using the instructor's computer.

PowerPoint - to replace slides, pre-prepared overhead transparencies, and even video:

• Creating own presentations for class.
• Creating own presentations for class and uploading these to course web page.
• Using presentations that come on CD with textbook.
• Having students create PowerPoint presentations to give presentations in class and for presenting assignments
• Creating presentations but printing them out and creating overhead transparencies of the slides (where faculty member does not have access to a computer in the classroom or does not feel comfortable with giving PowerPoint presentation).

Course web pages:

(Either using TopClass course management system or faculty member creating own site using PageMill or other web-authoring software).

• Having a collection of pages for each course (a course site) that includes some or all of the following: syllabus, class schedule, assignments, links to readings, on-line class discussion, posting of student work, on-line testing.

Internet:

• Outside of class:
  • Required readings (having students read specific web pages as assignments). Especially useful: on-line journals (e.g. ISTE).
  • Student research (for sites on specific topics)
• In-class use:
  • Instructor integrating web sites into teaching of lesson (projecting sites on to the screen)
  • Having students use specific sites during class, either working in groups, using their laptops, or in computer lab, with one or two students per computer.
  • Having students integrate web sites into class presentations (so that as students present to the class, they project the web site onto the screen and use this as part of their presentations)

Online discussion forums:

Using TopClass, Web Crossing, or Tom Bacig's board.

• Students to continue class discussions outside of class
• Outside "speakers" can join in class discussions online.
• Using folders within the discussion forum, students can "meet" online to do group projects.
• Distance education classes can meet online.

Student created web pages:

• students creating on-line portfolios of their work
• class developed "clearinghouse" on particular tasks or topics
• as a means of students sharing their work with peers (for group assignments) or with the instructor.

Class e-mail alias:

• For instructor to provide updates and reminders to students.
• To e-mail students copies of work developed in class (e.g. instead of writing on the board, instructor or a student takes notes summarizing class discussion or group work, and then this is e-mailed to the whole class).

---

Obstacles to/concerns about using computers as teaching and learning tools:

Classroom set-up:

• Room arrangement/size makes it difficult to bring in a computer cart or for all students to be able to see the screen.
• Lighting:
  • too light so screen can't be seen (no blinds/curtains).
  • can only turn all lights on or all off. All on is too bright, and all off is too dark (students can't see instructor, each other, and/or their notes).
• No ethernet connections for students, so they cannot access the Internet during class for purposes of group or individual work.

Equipment:

• InFocus projector controls locked in cabinet and instructor doesn't have key; too time consuming to have to get key before every class.
• No permanent InFocus projector in class, so instructor has to check one out each time.
• No time to pick up check-out computer carts before class (especially for instructors with little time between classes).
• InFocus projectors on carts are not always ready to use (cables are not attached or may be missing).
• Because of variety of InFocus projectors, instructors may not be familiar with using all of them and thus have difficulty configuring their laptop to work with the projector.
• Resolution of Mac Computers with most of the InFocus projectors is not very clear.
• Takes to long to set up the equipment if instructor have to bring own laptop and connect it. This is an issue for instructors who have back-to-back classes in different rooms or who have to wait for another class to leave the room before they can go in and set up for their class.

Internet issues:

• Connection to Internet may be slow or unreliable. Instructors need to be able to make connections to access course site, outside sites, and UMD server.
• Quality of web sites: Students are still not discerning consumers and are not differentiating between reputable and poor sites.
• Students' over reliance on the Internet for research (many not using the library at all).
• Students are plagiarizing work from the Internet.

Accessibility and equity issues:

• Not all students have access to the Internet off campus (and even on campus) and are thus being disadvantaged by classes they place heavy emphasis on use of the Internet.
• For some commuters from outside of the region in rural areas dialing UMD or their Internet Service Provider is a long-distance call and thus becomes very costly.
• Not all students are comfortable using computers (in and out of class).

Instructor use:

• Creating computer based materials for class is very time consuming, especially for beginning users.
• Learning the necessary skills and keeping up-to-date is very time consuming.
• Even once an instructor has a course web site online, maintaining it is time consuming (especially checking to see that external links are working and monitoring online class discussions).
• over reliance or inappropriate use of computers as a teaching tool can compromise teaching (and learning) effectiveness.

Academic Snobbery

• Colleagues perceive its use as attempts to be "showy" or spoon feeding

Return to the Index of How To Guidelines