Teaching with Technology at CSU San Bernardino
General description of the project
This presentation will showcase the design and implementation of the “Teaching with Technology” hands-on professional development Canvas course at CSU San Bernardino. The course was designed to introduce faculty to advanced features in Canvas as well as available learning apps that integrate with Canvas. The underlying premise of the course was that the more comfortable faculty are with the technical aspects and teaching applications of these tools, the more likely they are to use them and use them well. Mandy Taylor proposed the original concept for the course, which was collaboratively designed and moderated by the CSUSB Instructional Design team. Participants had to complete two required modules, one on frameworks for integrating technology and another on accessibility. Then, participants had to choose 6 (of 11) other modules to complete. All modules included knowledge checks and/or demonstration-related assignments. Participants who successfully completed the course earned $500 in professional development funds, the only costs associated with the project. Funding was provided by the CSUSB Faculty Center for Excellence, part of Academic Affairs. Exit survey data show that participants found the course useful overall. Participants also provided useful feedback to implement before the next iteration in Spring 2024. Helping faculty more effectively incorporate technology into their courses has a direct impact on Hispanic students.
Technologies
Canvas was the primary tool for the project. Featured Canvas tools included the Canvas Gradebook, New Analytics, and Mastery Paths. Other learning technologies incorporated or highlighted include: PlayPosit, GoReact, VoiceThread, Perusall, and Qwickly Attendance. Where possible, modules included assignments in the tools being taught. YouTube videos were also implemented as learning aids as well as H5P interactive books.
Explain project results
The majority of our students–66-70%–identify as Hispanic. Helping faculty more effectively integrate technology into their courses has a direct impact on Hispanic student success.
Why it should be considered best practice?
This professional development course incorporates best practices for effective professional development design, including:
Content-driven and context-specific
Meets instructor and institutional needs
Active participation → participants need to demonstrate knowledge of and ability to use tools
High-quality instructors
Opportunity for reflection
Opportunity for feedback
Instructor and peer feedback
Systematic and collaborative approach to design
Highlights of your proposed presentation
Describe design process and goals of the Teaching with Technology professional development course offered at CSU San Bernardino
Exit survey data & participant feedback to gauge effectiveness
This presentation is an example of reflective practice, which is something all educators should engage in.
The Evaluation Committee will evaluate submitted proposals based on the following criteria. Each area will be rated on a scale from 1 to 7 (1= non-satisfactory; 7 =outstanding), for a maximum of 63 points.