
What I’ve Learned About Using Educational Technology
Here are some selected highlights from my long history of using educational technology:

Here are some selected highlights from my long history of using educational technology:

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The flipped classroom has become something of a buzzword in higher education, often praised as a silver bullet for engagement and learning. Walk through any teaching conference, and you’ll find sessions promising that simply moving content delivery online will transform your courses. But having experimented

The integration of generative AI into education is an exciting opportunity to transform how we learn and teach. I embraced this potential by introducing an assignment using Google’s Notebook LM. Unlike other AI tools, Notebook LM lets users upload their own resources—articles, videos, even YouTube

Why do students come to class? We may hope it’s for the love of learning, because of our inspirational teaching, or because they know it will help them get jobs or live happier lives in the long run. Of course, these are not the common

Learning management systems (LMSs) are, on one level, another space—beyond the classroom—to “interface” with students, both cognitively and metacognitively. They are spaces, as Merriam-Webster defines the noun interface, where “independent and often unrelated systems meet and act on or communicate with each other”—a function that

Nearly all educational apps have incorporated AI in some way to enhance their functionality, and many new educational AI apps have emerged over the past year. This plethora of choices can leave teachers bewildered as to what to choose, but now we are starting to

The Transparency in Learning and Teaching (TILT) Framework (Winkelmes, 2012, 2016) provides a helpful way to inform and communicate choices about using generative AI tools in higher education. Educators who engage their students in reciprocal, transparent communication about the purposes, processes, and criteria around their

If we named the purposes of college, chief among them would be ideas surrounding the transfer of knowledge and content delivery. This is accurate but incomplete. A more exhaustive list of college goals would also include growth and transformation. Change happens all around, and within,

Higher education has traditionally taught from theory to practice. Students first learn the underlying principles of a subject, such as the forces that determine bridge load, and then apply those principles to examples. But this is not the only way to teach. Socrates taught in