By: Anthony Marini
For the past four years, I have been facilitating Carleton University’s teaching certificate program here at the Educational Development Centre. In each cohort, the topic of integrating technology into the teaching/learning process has been addressed by having the unit’s director come into a session and discuss the pedagogical issues and opportunities that technology presents for course instruction. But lately, I have been exploring how I might find a way to integrate technology more directly into the program.
The certificate program consists of 12 three-hour sessions characterized by weekly themes (e.g. assessment of student learning outcomes) and typically a microteaching session which runs 30 minutes. The microteaching session, which has consistently been regarded as one of the most valuable components of the program, requires each participant to teach an accessible topic to their group members in the program. Group members then provide both verbal and written feedback to their peer. Additionally, the microteaching session is videotaped and the presenter is asked to submit a written reflection which incorporates the feedback from their peers and the presenter’s observations after watching the tape.
The other key element of the program involves many spirited discussions about the weekly themes. The core of the program is built around the belief that one of the most powerful forms of professional development emerges from discussions individuals have with each other regarding how they and their peers actually practice. Over the many offerings of the program, group discussions have been invaluable in enhancing the participants’ sense of confidence regarding their teaching and have served as the nucleus for the bonds participants have built with each other well after the program has concluded.
In moving into the digital world, I would like to explore microteaching and group discussion. For example, would uploading the video tape of a participant’s microteaching prior to receiving feedback provide a more in-depth opportunity for peers to formulate their feedback? One of the challenges in providing feedback to peers in the classroom setting is the limited time available. Having the microteaching for participants to review online could result in feedback which would actually be more beneficial to the presenter. The in-class time could be spent having a richer discussion about teaching rather than attempting to complete both the delivery of the microteaching and the feedback session in a necessarily restricted time period.
The use of a discussion board inviting comments both before and after the introduction of the weekly themes is also something I am considering. The in-class discussions have been very lively to date, so I am concerned about what might happen to these discussions in an online context. Will people be able to express the passion which so frequently is evident in class? Will they be comfortable to share their experience in an online format as they so readily do in the classroom?
To challenge these issues is the concern that not all voices are heard in the classroom setting. Will the online discussion format broaden the level of participation so that everyone has the opportunity to freely participate in the discussion? Moreover, this format will provide the additional time that many students appreciate in formulating their contributions. In addressing these important issues, the online discussion format might enhance the instructor’s goal of creating a positive and constructive learning environment.
So as we enter this new year, my plan is integrate technology into the Spring offering of the teaching certificate program focusing on the two topics discussed above. While I do so with some apprehension, I also embrace the possibility that this initiative could provide participants greater time and opportunity to more deeply and thoughtfully engage in the learning experience the program provides.