Mobilizing Faculty into the Future: Using Online Technology as Teaching Tools

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If writers are interested in art, consider comparing two artists or two pieces of work. If interested in history, consider writing about two periods in history, or two leaders. Be sure to construct a guided thesis statement to provide the reader with an idea of where the paper is headed. Also, consider the “so what” question. Why is the paper important Students may choose from the following topics: a. innate qualities needed for success in two different careers b. two methods of parental handling of teenage problems c. two politicians with different leadership styles d. the hazards of frontier life and those of today. We also discussed living in two different places: city or country, or two places visited. Other topics may be used if approved by instructor. Discuss similarities and differences. Be sure to clearly explain your purpose in the introduction. Your thesis statement should explain to readers why comparing and contrasting the two topics leads to a particular conclusion. Remember, the Writing Center handouts on writing effective thesis statements, can help with the construction of one. After brainstorming ideas, use a Venn diagram, list, or chart to note similarities and differences as a prewriting. Next, create an outline. In your writing, explain the result: What did you learn about these two things as the result of comparing and contrasting them Are there more similarities or differences Requirements for completion: This paper should be at least 2-3 full pages, written in the five paragraph format we have studied. We will proceed rapidly through the writing process for this paper; don’t fall behind. As always, all work is double spaced, titled, and properly headed in the MLA format. Begin prewriting in class. Prewriting will be checked by Instructor for development of ideas and completion. Develop a list of similarities and differences using vivid description. Review examples of comparison contrast essays as models. Begin developing body paragraphs. Develop introduction and conclusion. The schedule allows four weeks for completion of project with many check points along the way. Student project examples: 1. https://drive.google.com/folderviewid=0B2lpW6Kw1PIEakxrUDRFQWkyZEE&usp=sharing 2. https://drive.google.com/folderviewid=0B4rOLah9YYbrTUdWZXlUZlM3Qmc&usp=sharing Methodology 1 - Purpose: I chose to use YouTube and Google Drive in my classes. Students also had access to the library databases: Proquest and Ebsco Host. My intention was to foster collaboration, while allowing alternative research methods. The spring semester of 2013 was interesting because in the two classes of Basic Writing, one was largely comprised of international students, and the other, of students from South Dakota and Wyoming. Both classes collaborated in the classroom, but only one pair of students chose to collaborate on the writing project. All students benefited by using social media. They explored freely, responsibly, and enthusiastically. They were excited to share their discoveries of sources in class, and worked in small groups, encouraging and educating each other. Methodology 2 - Process: My students came from different technological skill levels. Some of the international students were from rural areas of their respective countries, and had had little internet exposure. Some students were from urban areas and had more experience with social media. The U.S. students also had varying levels of expertise. 1. We began by establishing Gmail accounts for all students, so they could write in Google Drive. 2. Students shared their Google Drive accounts with the instructor and another student of their choosing. 3. We accessed YouTube in class, to examine Google Drive tutorials, and various topic sources. 4. Students created a folder in Google drive for individual documents. 5. Students pursued topics assigned, of their choosing through YouTube, and via other sources to research and begin writing comparison/contrast papers. 6. Students shared work in progress with the instructor and one other student. 7. Instructor and students interacted through Google Drive during the course of the writing of the paper. 8. Students supplied YouTube sources in Work Cited pages. 9. Students continued to use Google Drive to create and store papers for the duration of the semester. Methodology 3 – Practical Issues: I discovered that adding technology to course work initially required extra time. As with all skills, students had to have minimum requirements established before delving into course work. Previously, my experience had 37
indicated that students were ahead of the instructor in the use of technology. However, occasionally, a group of students still comes along, who benefit from the expertise of other students, in the use of technology. We did have to add a week to the length of the project, writing a comparison contrast paper, to incorporate the use of YouTube, and Google Drive. Once the technological skills were established, other projects took no more time. Students used each other as resources, and discovered sources on YouTube, and writing ease by using Google Drive. Methodology 4 – Effectiveness: The tools of YouTube and Google Drive were effective in increasing collaborative efforts of students. Peer review groups and small group research teams used ProQuest and Ebsco Host to round out their research and writing. Students presented YouTube sources to each other in class, and shared ideas and writing through the use of Google Drive. By integrating sources found on YouTube with more traditional research sources, library references, interviews, surveys, and personal knowledge, students became more current and well rounded. Methodology 5 – Disadvantages: We did not find any disadvantages in using YouTube or Google Drive. We did discover that students should create a folder on Google Drive before creating documents to place in the folder. The other disappointment was that students did not end up creating their own YouTubes, demonstrating their process, or final product.We ran out of time and in the future I would restructure the course to allow for that final project. It possible could take the place of a final exam. Additional Information: Using social media in the classroom empowered students. They were engaged in research databases and library resources, and were excited to add YouTube sources. Using Google Drive motivated students to keep up with assignments because all work was available for the instructor to view, at all times. My goal, as an instructor, is to stay current on the use of social media and embrace the possibilities for future classes. The use of social media as an instructional tool brought students and the instructor into an interactive learning community. The concept of continuing to add one new thing per semester is such a built in growth system. As instructors and students become comfortable in one area, the are more willing to branch out into others. The more technology and use of social media used in class, the better prepared the students and instructors will be to embrace what is yet to come. We can move education forward in exciting and engaging ways. Embrace the change. I am grateful to have been included in this project. 38
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