2. This workshop will address how 21st century technologies readily connect to pedagogical theories, i.e.,
Bloom's Taxonomy, Bruner’s cognitive theory, and communication and information processing theories.
These theories are applicable to various disciplines and technologies.
Nearly twenty 21st century technologies will be explored. Participants will walk away with a sound
understanding of which technologies are appropriate for the various levels of Bloom's taxonomies.
Specifically, these technologies can be used for teaching and student learning as follows: audio
announcements/homework reminders; audiovisual lectures; content presentations; course
management systems; curriculum webs; electronic journal writing; formative assessment tools; inquiry-
based learning; quiz reviews; voice/video-based discussion boards; and video attention-grabbers or
content summaries.
As time permits, the aforementioned technologies will be introduced in a workshop format where
participants will actively engage in technology-based instructional activities. For example, using the
Poll Everywhere tool, instructors will electronically respond to a posed question using their mobile
devices (cell phone, laptop, or tablet). Subsequently, electronic real-time survey results will appear on
an LCD overhead projector screen.
Most importantly, participants will be able to walk away from this authentic learning experience with
applicable knowledge that will assist them in their careers.
3. Technology Tool for Workshop Questions (available until May 24):
http://todaysmeet.com/cpt
Today’s Workshop Content: http://goo.gl/a6tmu
4. Bruner (1960) supported the idea of
students exploring alternative modes of
instruction, i.e., action, pictures, and
symbols.
Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design
knowledge base: Theory, research, and practice. New York: Routledge.
5. Communication theory and message design allow
instructors to use pictures (wordless comics, videos,
etc.) as instructional messages.
Lancaster & Warner (1985) argued that sound and
animation are more important than text because they
are more memorable.
Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge
base: Theory, research, and practice. New York: Routledge.
6.
7.
8. Technology Resources Animoto Video:
http://animoto.com/play/5z0IaxYCMmzyV7kAKsZ
AJA
Technology Survey via Poll Everywhere:
http://www.polleverywhere.com/multiple_choice_
polls/ravyH55922uWEWW
13. QuestGarden “The Tell-Tale
Heart” Short
Story Unit
http://questgarden.
com/author/create/
preview.php?u=1447
46&l=144746-
120521071125&pt=stu
dent&p=introducti
on
Inquiry-based
Learning
SurveyMonkey Parts of Speech http://www.surveym
onkey.com/MySurvey
_Responses.aspx?sm=
fsqfd4pDwh0HISE3%
2fuYBl3WlB8byAEkf
UUCRmtMjK50%3d
Formative Assessments
Weebly Demonstration
Speech Unit
http://alongb.weebly.
com/
Curriculum Web
18. The technologies explored promote: active and
independent learning; application; creativity; critical
thinking; problem solving; student engagement; and
reflection—not mere comprehension.
Word of Caution: Soft skills need to be addressed
when technologies are used, e.g., time management
skills. There are countless technologies and
distractions on the internet. If students are not
instructor-guided and/or focused, then tons of
unproductive hours can be spent on the web with no
intellectual gains.
