1. Make Room for the Computer Cart? Incorporating Teaching Technology in a Non- equipped Classroom Theresa Pesavento (LSS) & Jonathan Klein and David Macasaet (LSS Media Services team)

2. Introduction Fall recap Why discuss non-equipped classrooms? Accessibility

3. Brainstorming How do we define “technology”? How do we define “classroom”?

4. Pedagogy (or, “to consider”) Keep calm & carry on Lesson and learning goals Instructor-student relationship and student-student relationship “Information ecology” Ergonomics and space

5. Pedagogy (or, “to consider”) Focus of class Adaptiveness Impact of plan Students’ attraction to tech Digital literacies Technology necessary?

6. Pedagogy (or, “to consider”) Respond to essential elements of teaching v. add-on Authentic learning v. gadget Instructional need v. personal comfort Imparting knowledge v. biding time Assessment v. extra work

7. Pedagogy (or, “to consider”) What are your goals? How proactive can you be? How much time do you have? How often during the semester/class period will you need to adapt? Will you want to recreate this course/materials?

8. No technology?

9. Need technology? Bring it in Bring it in Assign it out Assign it out Take them to Take them to

10. Bring technology into the classroom

11. Scenario: Intro language class 2nd floor Van Hise 25 students Overhead projector + blackboard Meets every day

12. Goal: Collaborative brainstorming and creation Blackboard + note cards Media/images + projector Checked-out equipment + lab time Student equipment + CS or Google Apps

13. Multimedia creation: mobile iPad kit Consultation Goal and lesson planning Samples and examples: introducing to class Grading and standards Delivery

14. Multimedia creation: mobile iPad kit

16. Assign or deploy technology out of class

17. Scenario: 300-level art history course Elvehjem building Weekly lecture + discussion sections 60 students One class/2 weeks held in museum location

18. Goal: Interactive presentation & communication Blackboard + images/drawings Media/images + projector Case Scenario Builder + electronic text in-class QR code tour

19. Reusable learning objects: “flip” instruction How to facilitate Student training Seamlessness between flip lecture and time in class Productive use of time on task Expectations and grading

20. Reusable learning objects: “flip” instruction

21. Take the students to technology

22. Scenario: Senior psych seminar Psych building seminar room Weekly power lecture/seminar 12 students Whiteboard

23. Goal: Situated learning & resource and referral “Jigsaw” activity + note cards Authentic media + projector In-class role play + game creation Student equipment + simulated online game

24. Distance mini-lesson: Video and webconferecning Time management and in-class productivity Integration into course Expectations and accompanying activities Recap and wrap-up of what “experiential” activity offers and teaches

25. Environmental Studies Background Students participate in a field demonstration of various sustainable technologies designed for use in the wake of natural disaster or other crisis. Significance for Teaching & Learning Students have access to events and authentic environments they otherwise have no practical way of experiencing.

26. L&S Career Services Background A U.S Government agency in Washington D.C. conveys first-hand experience to help students consider government service in their career. Significance for Teaching & Learning Students dialogue with people possessing specialized expertise in course topics, unique perspectives & life stories.

27. Language Institute Background Student participate in a panel discussion including a video conference participant currently studying in Russia. Significance for Teaching & Learning Students are exposed to cultures and languages in a more authentic way than readings, lectures, and websites.

28. Questions? Ideas? Come consult with us! Theresa Pesavento: theresa@lss.wisc.edutheresa@lss.wisc.edu Jonathan Klein: jonathan@lss.wisc.edujonathan@lss.wisc.edu David Macasaet: david@lss.wisc.edudavid@lss.wisc.edu