TECHNOLOGY

HOW I HAVE ESTABLISHED WHAT MY STUDENTS’ LEARNING NEEDS ARE WITH REGARDS TO TECHNOLOGY

The UWC IOP requires us as lecturers to promote enhanced learning opportunities through the innovative use of emerging technologies (UWC IOP, N.d). Therefore I started to include different technologies in my teaching and learning and started to match the potential uses of technologies with teaching and learning goals and learning outcomes that will be discussed in depth in this section.

INFUSION OF TECHNOLOGY IN TEACHING AND LEARNING

These are online platforms that I use to easily share information with students, post important announcements, share course content, readings, PowerPoint slides etc.

INFUSION OF TECHNOLOGY IN ASSESSMENT

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Ikamva

I use Ikamva to set up online test and quizzes for students to complete, which is particularly useful with large groups. Students can also complete this off campus, which was very useful during the 2017 #feesmustfall protests, since it was not safe for students or staff to be on campus. 

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Kahoot

One of my colleagues introduced us as a faculty to Kahoot during our Spring retreat. I used Kahoot as formative assessment and self-assessment in preparation for the 2017 exams. The students enjoyed it thoroughly, since each person with a cellphone and Internet connection can link to the site and compete with one another in real time, which brings an element of competition and also active student engagement in the class. Students who did not have cellphones or internet access, could group with students who did.  It made me realise how well technology can be incorporated into lessons and how it can promote learning. It was one of the lessons I enjoyed most since I started teaching at UWC. Here is a link to a video to show how engaged students were during this session.

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Her is a link to one of the Kahoot activities I have designed.

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The use of video presentations via online platforms such as Vimeo and Youtube

One of my assignments for Social Psychology for Educators where students had to present a specific culture. Students had the choice to present either in person, or to make a video presentation. Out of a class of 212 students, only 18 students presented in person. The majority of the group designed video presentations, which goes to show the need of the 21st century student to engage with and utilise technology during teaching and learning.

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Here is a link to a video presentations uploaded by students.

CONCLUSION

Too often I hear in meetings "but what about students who do not have access to technology". With our wonderful computer labs and free wifi on campus, I do believe that the majority of our students do have access to technology and is more than willing to learn and utilise this as part of learning. As 21st century teachers who are training 21st century scholars to be responsive to the challenges of globalisation and a society in transition, we have to look at innovative ways to overcome barriers to access of technology, and we cannot dare to stay behind the times.