Tag Archives: Classroom response systems

Technology FAIL day

This morning as I was driving in to work, I got to thinking: Could I teach my courses without all the technology I use? As in, just me, my students, and a chalk/whiteboard with chalk/markers? As I pulled in to the college, I thought: Sure I could. It just wouldn’t be as good or fun without the tech.

Little did I know, today would be centered around living that theory out:

  • I planned a Keynote presentation with clicker questions to teach the section on antiderivatives in Calculus. As soon as I tried to get the clickers going, I realized the little USB receiver wasn’t working. Turns out, updating Mac OS X to v10.6.5 breaks the software that runs the receiver. Clicker questions for this morning: Out the window. Hopefully I’ll find a useable laptop for tomorrow, when I’m using even more clicker questions.
  • Also in calculus, the laptop inexplicably went into presenter mode when I tried to give the presentation without clicker questions. Most of the time when I try to get it into presenter mode, I can’t do it. This time I couldn’t make it stop.
  • The Twitter client on my laptop got stuck in some kind of strange mode such that clicking on anything made it go to Expose.
  • I lost the network connection to our department printer halfway through the day.
  • GMail went down.

Fortunately everything I had planned could be done without any technology aside from the whiteboard. But when the technology doesn’t work, I have to improvise, and sometimes that works well and sometimes not. In calculus, I just had to revert back to what is often called the “interactive lecture”, which means just a regular lecture where you hope the students ask questions, and it was about as engaging as that sounds.

I do believe I can teach without all this technology, but the kind of teaching I do with the technology is, I think, more inherently engaging and meaningful for students. I ask better questions, interact more freely with students, and highlight the coherence and the big ideas of the material more adeptly with the technology in place. So when the tech fails on me, things seem odd and out of place and contrived. Students pick up on that. Maybe I’m simply addicted to the tech, but I don’t like teaching without it, and my classes aren’t nearly at the same level without it.

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Filed under Educational technology, Life in academia, Math, Profhacks, Teaching, Technology