The
purpose of this last blog is to share two insights related to technology that
has inspired me this semester. The first insight is the importance of
developing an implementation plan. Unfortunately, what tends to happen at my
institution is that administration decides about changing technology without
getting any input from the faculty and the students. This results in resistance
from faculty. The implementation of a technology committee could help with
improving the implementation process.
The reason for developing a technology committee is that “systemic
change in education is a dynamic process, that occurs at many levels and
affects all stakeholders” (Kenney, Banerjee, & Newcombe, 2010). The
committee can evaluate technology, offer feedback and suggest ways train the
faculty. One of the first steps in implementing change is getting “buy-in” from
the stakeholders, having the stakeholders involved in the decision-making
process from day one is important.
Another
insight that I have gained is the importance of a sustainability plan. Many times,
institutions invest several thousands of dollars in technology and the tool
does not get used. There are two strategies to combat sustainability problems,
and they include professional development opportunities and the use of
formative evaluation. The traditional approach to faculty development is a
one-time session, which does not allow faculty to gain hands-on experience. The
traditional approach for training teachers does not provide sustained time and
the continuity needed to alter educational practices (Kenney et al., 2010). The
goal would be to provide multiple opportunities for faculty to interact with
the clickers and ask questions. I would also collect data that supports the
effectiveness of the technology. I would then share my data with the technology
committee and other faculty members.
With
regards to andragogy, the two insights that inspire me are that adult learners
need to be engaged in the learning process while also being the at the center
of the learning experience. As previously discussed, many nurse educators are
transitioning to an active pedagogy. Technology such as the clickers,
simulation, and mobile devices encourage critical thinking, ownership of
learning, and engagement which are crucial for nursing education (Schneck, 2013).
The blogs have provided this student with new information that can assist in
transforming my teaching practices.
The
first strategy that I want to incorporate into my practice is the formative
assessment. Technologies such as the clickers provide the teacher with
immediate feedback, which can be used to enhance learning (Chen & Lan,
2013). Educators should use data to drive their teaching practices. Therefore,
I need to not only implement innovative strategies but also gather data and
share findings. In addition to collecting data, through assessment, I believe
it is also important to become involved in Mercy College’s technology
committee. Getting involved will help with selecting appropriate technology
tools for nursing. Overall, learning about new technologies has been beneficial
this semester, I look forward to applying my new knowledge.
References
Chen, T.L., & Lan, Y.L. (2013).
Using a personal response system as an in-class assessment tool in the teaching
of basic college chemistry. Australasian
Journal of Educational Technology, 29(1), 32-40.
Kenny,
J.L., Banerjee, P., & Newcombe, E. (2010). Developing and sustaining
positive change in faculty technology skills: Lesson learned from an innovative
faculty development initiative. International
Journal of Technology in Teaching and Learning, 6(2), 89-102.
Schneck,
M.T. (2013). Active learning as a path to critical thinking: Are competencies a
roadblock? Nurse Education in Practice,
13, 58-60.
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