For our latest assignment, our class created a Collaborative Annotated Bibliography (link goes to a shared Google Doc), for which we each contributed three articles on teaching with technology in our own context, then edited the resulting document together. Our goal was to create a list of 15-20 useful resources for each other and other educators.
For my three contributions, I searched Google Scholar, a tool I’d never used before but will certainly use again, and, following search suggestions, stumbled upon three articles that describe my current teaching concerns. I was not looking for these articles, and I was not looking to read about my work so specifically, but search engines are sometimes serendipitous.
My three articles were on, in order of appearance, instructor presence in distance courses (Al Ghamdi, et al.), the relationship between motivation and cognitive ability and success in distance courses (Logan, et al.), and the potential to use the internet for education in the Yukon-Kuskokwim Delta (Power, et al.), where I live. These three topics span the three determining factors for the success of distance education: the instructor, the student, and the technology. In one of my two current positions, I teach Developmental Math at the UAF Kuskokwim Campus. My role is to support students taking face-to-face and distance-delivered math classes. I am the added instructor presence that helps students to participate and succeed; I help to motivate students to apply their cognitive ability; and I help facilitate technology. Because of where my students are and what they are trying to learn, discussions about when and how to use distance courses, and how to support those who are taking them, are vital to their success.
My classmates shared articles on a variety of topics, and it was interesting to see where they overlapped. There were multiple articles about mobile and tablet devices, using electronic games in the classroom, and distance education. I look forward to reading many of them more closely.