The introduction to several technologies for teaching in higher education has inspired me to think about those technologies for student learning. Of the many technologies discussed on course blogs, Google Drive, VideoNotes remains my number one choice for delivering learning materials. Google Drive, VideoNotes as an external resource have implications for delivering learning materials in a video format that allows students more control over the learning process. Google Drive, VideoNotes interactive functionality potential for usability in asynchronous or synchronous interaction, could serve as a discussion board, separate from the institutional learning management system. I would implement the use of Google Drive, VideoNotes for presenting learning materials where students could explore the concepts.
Although much of the attitude in higher education ascribe to using one technology over another for teaching and student engagement, I would use YouTube in conjunction with Whiteboards and Prezi for multifunctional applications in the learning space. I like the idea of incorporating different resources into learning interactions where students would have a choice of how they want to learn. That approach harkens back to ideas about today’s’ student’s use of multitasking to incorporate various concepts into their learning experiences. Scholars agree that late adolescence, early adulthood individuals have increased capacity for understanding concepts that are more complex. The idea of using Google Earth to mediate mlearning for adults is inspiring. Using Google Earth to help learners explore concepts about different countries and cultures could influence how students make meaning of learning. Google Earth technology also inspires me as a tool that could help students develop more complex ideas within the learning setting.
I strongly feel that the focus in higher education on the right technology for learning engagements and alignment of technology use with pedagogy reflects a restricted viewpoint that tends to place teaching in cubicles of thought. I would use the technology for a concept-driven approach in the teaching practice. For example, I would use the learning objectives to identify the important concepts, then align the concepts the technology that would allow students to fully maximize the learning experience. To accomplish the objective, presenting the material in short segments would allow for student interaction with the learning material. If students show hesitation with grasping the concepts, then I would use a different technology during the next lesson to present learning materials. That approach would require paying close attention to how much students respond during the segment break.