Action Changes Things | Jamie Goodall | TEDxStevensonU

[Music]

[Music] falling today guys so my students know

falling today guys so my students know

falling today guys so my students know I’m quite clumsy so thank you guys for

I’m quite clumsy so thank you guys for

I’m quite clumsy so thank you guys for not putting stuff up here so my name is

not putting stuff up here so my name is

not putting stuff up here so my name is dr. Jamie Goodall and that is a change

dr. Jamie Goodall and that is a change

dr. Jamie Goodall and that is a change that I am still embracing I just

that I am still embracing I just

that I am still embracing I just graduated officially with my PhD May of

graduated officially with my PhD May of

graduated officially with my PhD May of last year so thank you so when the idea

last year so thank you so when the idea

last year so thank you so when the idea of embracing change came up for this TED

of embracing change came up for this TED

of embracing change came up for this TED talk I thought what in the world could I

talk I thought what in the world could I

talk I thought what in the world could I talk about and one of the things that I

talk about and one of the things that I

talk about and one of the things that I thought that I could talk about is the

thought that I could talk about is the

thought that I could talk about is the fact that my background and the amount

fact that my background and the amount

fact that my background and the amount of times that I’ve had to embrace change

of times that I’ve had to embrace change

of times that I’ve had to embrace change in my life has affected my pedagogy and

in my life has affected my pedagogy and

in my life has affected my pedagogy and how I interact with my students and

how I interact with my students and

how I interact with my students and since we have mostly students in here I

since we have mostly students in here I

since we have mostly students in here I thought it would be a good idea to talk

thought it would be a good idea to talk

thought it would be a good idea to talk about how I come up with my pedagogy in

about how I come up with my pedagogy in

about how I come up with my pedagogy in such a way that maybe you guys will

such a way that maybe you guys will

such a way that maybe you guys will understand where some of your faculty

understand where some of your faculty

understand where some of your faculty members might be coming from I just want

members might be coming from I just want

members might be coming from I just want to say thank you to everyone who has

to say thank you to everyone who has

to say thank you to everyone who has come before today because they made this

come before today because they made this

come before today because they made this look so easy it’s not so one thing when

look so easy it’s not so one thing when

look so easy it’s not so one thing when I’m in my classroom because I feel like

I’m in my classroom because I feel like

I’m in my classroom because I feel like you know I just look at the back and

you know I just look at the back and

you know I just look at the back and nobody’s there but it’s a lot of people

nobody’s there but it’s a lot of people

nobody’s there but it’s a lot of people here today

here today

here today so why should you listen to me first of

so why should you listen to me first of

so why should you listen to me first of all y’all don’t know this about me but I

all y’all don’t know this about me but I

all y’all don’t know this about me but I am the queen of snapchat so for

am the queen of snapchat so for

am the queen of snapchat so for everybody who’s been talking about

everybody who’s been talking about

everybody who’s been talking about snapchat today I’m the competition but

snapchat today I’m the competition but

snapchat today I’m the competition but technology informs pretty much

technology informs pretty much

technology informs pretty much everything that I have decided to do as

everything that I have decided to do as

everything that I have decided to do as far as my teaching is concerned I know

far as my teaching is concerned I know

far as my teaching is concerned I know that my students are growing up in a

that my students are growing up in a

that my students are growing up in a digital age and there’s a lot of myths

digital age and there’s a lot of myths

digital age and there’s a lot of myths about what that means and so in order to

about what that means and so in order to

about what that means and so in order to kind of talk about how I got to this

kind of talk about how I got to this

kind of talk about how I got to this point maybe you should know a little bit

point maybe you should know a little bit

point maybe you should know a little bit about Who I am I am a first-generation

about Who I am I am a first-generation

about Who I am I am a first-generation college student neither of my parents

college student neither of my parents

college student neither of my parents went to college in fact my father had to

went to college in fact my father had to

went to college in fact my father had to drop out of high school at one point to

drop out of high school at one point to

drop out of high school at one point to help care for his family going back for

help care for his family going back for

help care for his family going back for a GED when he joined the Navy and so

a GED when he joined the Navy and so

a GED when he joined the Navy and so being a Navy brat I moved around a lot I

being a Navy brat I moved around a lot I

being a Navy brat I moved around a lot I was forced to embrace change whether I

was forced to embrace change whether I

was forced to embrace change whether I wanted to or not and to make new friends

wanted to or not and to make new friends

wanted to or not and to make new friends and in that process I learned that

and in that process I learned that

and in that process I learned that embracing change didn’t necessarily have

embracing change didn’t necessarily have

embracing change didn’t necessarily have to be a bad thing

to be a bad thing

to be a bad thing and that you don’t have to embrace

and that you don’t have to embrace

and that you don’t have to embrace change simply for the sake of embracing

change simply for the sake of embracing

change simply for the sake of embracing change so this was my little bubble for

change so this was my little bubble for

change so this was my little bubble for about 15 years or so after my dad got

about 15 years or so after my dad got

about 15 years or so after my dad got out of the Navy I was about 8 or 9 years

out of the Navy I was about 8 or 9 years

out of the Navy I was about 8 or 9 years old and we settled in North Carolina you

old and we settled in North Carolina you

old and we settled in North Carolina you can’t really tell the difference between

can’t really tell the difference between

can’t really tell the difference between the star colors but the little red star

the star colors but the little red star

the star colors but the little red star there in the Piedmont region that’s

there in the Piedmont region that’s

there in the Piedmont region that’s where we settled Statesville North

where we settled Statesville North

where we settled Statesville North Carolina just north of Charlotte and my

Carolina just north of Charlotte and my

Carolina just north of Charlotte and my family was lower middle-class to put it

family was lower middle-class to put it

family was lower middle-class to put it mildly and I was made fun of a lot in

mildly and I was made fun of a lot in

mildly and I was made fun of a lot in school I grew up in a single-wide

school I grew up in a single-wide

school I grew up in a single-wide trailer so you can imagine the the jokes

trailer so you can imagine the the jokes

trailer so you can imagine the the jokes that students would play and it was not

that students would play and it was not

that students would play and it was not expected that I would go to college my

expected that I would go to college my

expected that I would go to college my parents of course always told me I could

parents of course always told me I could

parents of course always told me I could do anything I wanted to they told me I

do anything I wanted to they told me I

do anything I wanted to they told me I was smart and that I could achieve

was smart and that I could achieve

was smart and that I could achieve anything but the fact was even though

anything but the fact was even though

anything but the fact was even though many of my classmates did go on to

many of my classmates did go on to

many of my classmates did go on to college it wasn’t a foregone conclusion

college it wasn’t a foregone conclusion

college it wasn’t a foregone conclusion that that’s where we would go

that that’s where we would go

that that’s where we would go it was totally acceptable in it as it

it was totally acceptable in it as it

it was totally acceptable in it as it should be to just stay where we were and

should be to just stay where we were and

should be to just stay where we were and to work locally that you didn’t have to

to work locally that you didn’t have to

to work locally that you didn’t have to go to college but I said no I’m going to

go to college but I said no I’m going to

go to college but I said no I’m going to go to college and my mom helped me

go to college and my mom helped me

go to college and my mom helped me scrape together $50 to put in one

scrape together $50 to put in one

scrape together $50 to put in one college application so this was all or

college application so this was all or

college application so this was all or nothing and if I got rejected how was it

nothing and if I got rejected how was it

nothing and if I got rejected how was it there was there was nothing else as till

there was there was nothing else as till

there was there was nothing else as till we got that application in and I got in

we got that application in and I got in

we got that application in and I got in I was accepted to Appalachian State the

I was accepted to Appalachian State the

I was accepted to Appalachian State the little yellow star there in the

little yellow star there in the

little yellow star there in the mountains and I what should have been

mountains and I what should have been

mountains and I what should have been that happiest moment of my life the

that happiest moment of my life the

that happiest moment of my life the opportunity to embrace new change going

opportunity to embrace new change going

opportunity to embrace new change going to college was actually devastating

to college was actually devastating

to college was actually devastating because I got the note saying that I had

because I got the note saying that I had

because I got the note saying that I had to put down three hundred dollar deposit

to put down three hundred dollar deposit

to put down three hundred dollar deposit to secure my spot how was I going to

to secure my spot how was I going to

to secure my spot how was I going to come up with three hundred dollars in

come up with three hundred dollars in

come up with three hundred dollars in two weeks when I had barely gotten $50

two weeks when I had barely gotten $50

two weeks when I had barely gotten $50 together for an application my AP

together for an application my AP

together for an application my AP English teacher found me skipping lunch

English teacher found me skipping lunch

English teacher found me skipping lunch as I often did because you know free and

as I often did because you know free and

as I often did because you know free and reduced lunch only goes so far

reduced lunch only goes so far

reduced lunch only goes so far and I was crying and he was like what

and I was crying and he was like what

and I was crying and he was like what what is wrong what’s going on there’s

what is wrong what’s going on there’s

what is wrong what’s going on there’s nothing we can’t fix let’s talk about it

nothing we can’t fix let’s talk about it

nothing we can’t fix let’s talk about it and I explained to him my situation I

and I explained to him my situation I

and I explained to him my situation I said

said

said this is such an exciting opportunity but

this is such an exciting opportunity but

this is such an exciting opportunity but I’m just not going to be able to do it

I’m just not going to be able to do it

I’m just not going to be able to do it I’m going to be stuck here I’m going to

I’m going to be stuck here I’m going to

I’m going to be stuck here I’m going to you know work paycheck to paycheck

you know work paycheck to paycheck

you know work paycheck to paycheck direct deposit to direct deposit just

direct deposit to direct deposit just

direct deposit to direct deposit just like my parents were doing and they

like my parents were doing and they

like my parents were doing and they worked really hard but it felt like a

worked really hard but it felt like a

worked really hard but it felt like a cycle I would never get out of and I put

cycle I would never get out of and I put

cycle I would never get out of and I put it out of my mind continue my classes a

it out of my mind continue my classes a

it out of my mind continue my classes a couple weeks later I get a note saying

couple weeks later I get a note saying

couple weeks later I get a note saying congratulations we’re excited to have

congratulations we’re excited to have

congratulations we’re excited to have you here

you here

you here here’s your orientation information and

here’s your orientation information and

here’s your orientation information and these are the dorm options for you and I

these are the dorm options for you and I

these are the dorm options for you and I was like what uh mom what did you do

was like what uh mom what did you do

was like what uh mom what did you do she’s still at Oregon out there and I

she’s still at Oregon out there and I

she’s still at Oregon out there and I didn’t know about it she was like I

didn’t know about it she was like I

didn’t know about it she was like I didn’t do anything what are you talking

didn’t do anything what are you talking

didn’t do anything what are you talking about and I don’t know you know this is

about and I don’t know you know this is

about and I don’t know you know this is we’re talking ten ish years later I’m

we’re talking ten ish years later I’m

we’re talking ten ish years later I’m losing track I’m getting old guys um I

losing track I’m getting old guys um I

losing track I’m getting old guys um I don’t know if I’ve made this memory up

don’t know if I’ve made this memory up

don’t know if I’ve made this memory up if I’ve altered this memory in some way

if I’ve altered this memory in some way

if I’ve altered this memory in some way in my mind but I am pretty confident

in my mind but I am pretty confident

in my mind but I am pretty confident that that AP English teacher paid that

that that AP English teacher paid that

that that AP English teacher paid that deposit without telling me and I was

deposit without telling me and I was

deposit without telling me and I was able to go to college because somebody

able to go to college because somebody

able to go to college because somebody decided that it was worth a chance and

decided that it was worth a chance and

decided that it was worth a chance and so I did I embrace change I went and did

so I did I embrace change I went and did

so I did I embrace change I went and did my bachelor’s degree and I’m here to

my bachelor’s degree and I’m here to

my bachelor’s degree and I’m here to tell you if you get to college and you

tell you if you get to college and you

tell you if you get to college and you have no idea what you want to do that’s

have no idea what you want to do that’s

have no idea what you want to do that’s totally fine because if you think for a

totally fine because if you think for a

totally fine because if you think for a moment that that moment meant I was

moment that that moment meant I was

moment that that moment meant I was going to be a teacher sorry to

going to be a teacher sorry to

going to be a teacher sorry to disappoint you guys I I had no idea what

disappoint you guys I I had no idea what

disappoint you guys I I had no idea what I wanted to do I had no idea what my

I wanted to do I had no idea what my

I wanted to do I had no idea what my passion was because for so long coming

passion was because for so long coming

passion was because for so long coming from a fairly impoverished background

from a fairly impoverished background

from a fairly impoverished background the only thing I could think of is I

the only thing I could think of is I

the only thing I could think of is I want a job that’s going to make me a lot

want a job that’s going to make me a lot

want a job that’s going to make me a lot of money because I don’t want to live

of money because I don’t want to live

of money because I don’t want to live like this and I was going to be a

like this and I was going to be a

like this and I was going to be a medical doctor or you know some CEO

medical doctor or you know some CEO

medical doctor or you know some CEO banker or something I don’t know but I

banker or something I don’t know but I

banker or something I don’t know but I didn’t know what I was passionate about

didn’t know what I was passionate about

didn’t know what I was passionate about and I realized that I left history and

and I realized that I left history and

and I realized that I left history and my mom had all these time-life books and

my mom had all these time-life books and

my mom had all these time-life books and I thought I’ll do something related to

I thought I’ll do something related to

I thought I’ll do something related to history but history’s not gonna make you

history but history’s not gonna make you

history but history’s not gonna make you a lot of money and in my mind for

a lot of money and in my mind for

a lot of money and in my mind for whatever reason I thought archeology

whatever reason I thought archeology

whatever reason I thought archeology would make me money it won’t

would make me money it won’t

would make me money it won’t it won’t um but I was going to live out

it won’t um but I was going to live out

it won’t um but I was going to live out my fantasy life as Indiana Jones and I

my fantasy life as Indiana Jones and I

my fantasy life as Indiana Jones and I did my archeological dig which was

did my archeological dig which was

did my archeological dig which was required for my bachelor’s degree and I

required for my bachelor’s degree and I

required for my bachelor’s degree and I found out very quickly you can’t see in

found out very quickly you can’t see in

found out very quickly you can’t see in this photograph of me here with our

this photograph of me here with our

this photograph of me here with our suite set up but that’s me in a back

suite set up but that’s me in a back

suite set up but that’s me in a back brace because I herniated three disks in

brace because I herniated three disks in

brace because I herniated three disks in my back the first week of field school

my back the first week of field school

my back the first week of field school because you can imagine you’re like

because you can imagine you’re like

because you can imagine you’re like hunched over all this stuff and you’re

hunched over all this stuff and you’re

hunched over all this stuff and you’re digging you got your little you know

digging you got your little you know

digging you got your little you know brush trying to brush stuff off and yeah

brush trying to brush stuff off and yeah

brush trying to brush stuff off and yeah my back said no I get that you’re only

my back said no I get that you’re only

my back said no I get that you’re only 19 but that’s not going to last for long

19 but that’s not going to last for long

19 but that’s not going to last for long so I thought crap well there goes that

so I thought crap well there goes that

so I thought crap well there goes that idea but I was too far into it I

idea but I was too far into it I

idea but I was too far into it I graduated with my bachelor’s degree in

graduated with my bachelor’s degree in

graduated with my bachelor’s degree in archeology and I was like well what else

archeology and I was like well what else

archeology and I was like well what else could I possibly do so it was time to

could I possibly do so it was time to

could I possibly do so it was time to embrace change again and I said alright

embrace change again and I said alright

embrace change again and I said alright well I know how the whole student loan

well I know how the whole student loan

well I know how the whole student loan thing works now so I’m going to get a

thing works now so I’m going to get a

thing works now so I’m going to get a master’s degree because why not more

master’s degree because why not more

master’s degree because why not more money and I decided I could blend my

money and I decided I could blend my

money and I decided I could blend my love of archeology and my love of

love of archeology and my love of

love of archeology and my love of history into a profitable field and

history into a profitable field and

history into a profitable field and again let me tell you sorry P hist folks

again let me tell you sorry P hist folks

again let me tell you sorry P hist folks you’re not going to make that much money

you’re not going to make that much money

you’re not going to make that much money but I loved it and I was starting to

but I loved it and I was starting to

but I loved it and I was starting to embrace the idea that I could do

embrace the idea that I could do

embrace the idea that I could do something that I loved and get through

something that I loved and get through

something that I loved and get through it even if I wasn’t going to make a lot

it even if I wasn’t going to make a lot

it even if I wasn’t going to make a lot of money so I did my master’s degree in

of money so I did my master’s degree in

of money so I did my master’s degree in public history with a concentration in

public history with a concentration in

public history with a concentration in Museum Studies and that’s me with my

Museum Studies and that’s me with my

Museum Studies and that’s me with my youngest brother there back when emo

youngest brother there back when emo

youngest brother there back when emo thing was still good he’s going to kill

thing was still good he’s going to kill

thing was still good he’s going to kill me for this later but I did my

me for this later but I did my

me for this later but I did my internship and for me that internship

internship and for me that internship

internship and for me that internship was the most boring thing I had ever

was the most boring thing I had ever

was the most boring thing I had ever done in my entire life and let me tell

done in my entire life and let me tell

done in my entire life and let me tell you I sat through a lot of dental

you I sat through a lot of dental

you I sat through a lot of dental appointments so I know what boring is

appointments so I know what boring is

appointments so I know what boring is and I was like I just Here I am I am

and I was like I just Here I am I am

and I was like I just Here I am I am embracing change I keep doing it why

embracing change I keep doing it why

embracing change I keep doing it why can’t I figure this out everybody else

can’t I figure this out everybody else

can’t I figure this out everybody else has it figured out all of my colleagues

has it figured out all of my colleagues

has it figured out all of my colleagues knew what they were gonna do and I was

knew what they were gonna do and I was

knew what they were gonna do and I was like nearing graduation and I was like I

like nearing graduation and I was like I

like nearing graduation and I was like I I’m gonna graduate my masters and I’m

I’m gonna graduate my masters and I’m

I’m gonna graduate my masters and I’m going to end up in something I hate what

going to end up in something I hate what

going to end up in something I hate what do I do and so I was talking with one of

do I do and so I was talking with one of

do I do and so I was talking with one of my professors dr. Sheila Phipps

my professors dr. Sheila Phipps

my professors dr. Sheila Phipps I took her her women’s history class and

I took her her women’s history class and

I took her her women’s history class and she was like well what is it that you’ve

she was like well what is it that you’ve

she was like well what is it that you’ve really enjoyed while you’ve been working

really enjoyed while you’ve been working

really enjoyed while you’ve been working on your master’s degree and that’s when

on your master’s degree and that’s when

on your master’s degree and that’s when it hit me it took me a little bit longer

it hit me it took me a little bit longer

it hit me it took me a little bit longer to figure this out but being a TA a

to figure this out but being a TA a

to figure this out but being a TA a teaching assistant getting to design

teaching assistant getting to design

teaching assistant getting to design assignments alongside the professor’s

assignments alongside the professor’s

assignments alongside the professor’s getting to grade those assignments yeah

getting to grade those assignments yeah

getting to grade those assignments yeah I’m the weird one who likes to grade

I’m the weird one who likes to grade

I’m the weird one who likes to grade mostly because I use it as a distraction

mostly because I use it as a distraction

mostly because I use it as a distraction from other things but I loved grading I

from other things but I loved grading I

from other things but I loved grading I loved helping students figure out the

loved helping students figure out the

loved helping students figure out the things that I didn’t have somebody

things that I didn’t have somebody

things that I didn’t have somebody helping me figure out as a

helping me figure out as a

helping me figure out as a first-generation college student all of

first-generation college student all of

first-generation college student all of my colleagues knew what office is to go

my colleagues knew what office is to go

my colleagues knew what office is to go to and who to talk to you and what

to and who to talk to you and what

to and who to talk to you and what letters of recommendation were and what

letters of recommendation were and what

letters of recommendation were and what a CV was or what a resume was and I

a CV was or what a resume was and I

a CV was or what a resume was and I didn’t know any of those things

didn’t know any of those things

didn’t know any of those things I felt so far behind so I thought I love

I felt so far behind so I thought I love

I felt so far behind so I thought I love helping students do that so I decided to

helping students do that so I decided to

helping students do that so I decided to get a PhD in history because then I

get a PhD in history because then I

get a PhD in history because then I could teach and I could teach at the

could teach and I could teach at the

could teach and I could teach at the college level and help those students

college level and help those students

college level and help those students but boy not only did I learn a lot about

but boy not only did I learn a lot about

but boy not only did I learn a lot about history in that ph.d program but I

history in that ph.d program but I

history in that ph.d program but I learned that apparently people in the

learned that apparently people in the

learned that apparently people in the ph.d program hate it but that they still

ph.d program hate it but that they still

ph.d program hate it but that they still expect you to do it right and there were

expect you to do it right and there were

expect you to do it right and there were all of these you know complaints that I

all of these you know complaints that I

all of these you know complaints that I heard over and over again you know even

heard over and over again you know even

heard over and over again you know even from my own advisors that you’re never

from my own advisors that you’re never

from my own advisors that you’re never going to get a job in the field because

going to get a job in the field because

going to get a job in the field because it’s so competitive you’re you know

it’s so competitive you’re you know

it’s so competitive you’re you know teaching online is awful all those

teaching online is awful all those

teaching online is awful all those online classes are terrible and you know

online classes are terrible and you know

online classes are terrible and you know that you get your degree but you’re

that you get your degree but you’re

that you get your degree but you’re gonna be thousands of dollars in debt

gonna be thousands of dollars in debt

gonna be thousands of dollars in debt and you know it’s the job markets not

and you know it’s the job markets not

and you know it’s the job markets not good and so I hear all these

good and so I hear all these

good and so I hear all these lamentations and you know hearing my

lamentations and you know hearing my

lamentations and you know hearing my professors complain about students and

professors complain about students and

professors complain about students and their tech addictions and how technology

their tech addictions and how technology

their tech addictions and how technology in the classroom is a terrible idea none

in the classroom is a terrible idea none

in the classroom is a terrible idea none of my professors use PowerPoint because

of my professors use PowerPoint because

of my professors use PowerPoint because they hated it and I thought why are we

they hated it and I thought why are we

they hated it and I thought why are we so afraid of technology in the classroom

so afraid of technology in the classroom

so afraid of technology in the classroom I get it technology is distracting you

I get it technology is distracting you

I get it technology is distracting you know I always tell my students my

know I always tell my students my

know I always tell my students my students can confirm this when I tell

students can confirm this when I tell

students can confirm this when I tell them not to use their cell phones in

them not to use their cell phones in

them not to use their cell phones in class unless it’s an emergency that

class unless it’s an emergency that

class unless it’s an emergency that nobody looks down at their lap and

nobody looks down at their lap and

nobody looks down at their lap and smiles unless they have a problem so I

smiles unless they have a problem so I

smiles unless they have a problem so I know when you’re texting

know when you’re texting

know when you’re texting all right I know when you’re texting I

all right I know when you’re texting I

all right I know when you’re texting I know when you’re on Facebook and I’m not

know when you’re on Facebook and I’m not

know when you’re on Facebook and I’m not going to call you out on it and I get it

going to call you out on it and I get it

going to call you out on it and I get it there are distractions but those

there are distractions but those

there are distractions but those distractions don’t have to be

distractions don’t have to be

distractions don’t have to be distractions we can incorporate that

distractions we can incorporate that

distractions we can incorporate that into the classroom and I bought into

into the classroom and I bought into

into the classroom and I bought into these complaints for a long time because

these complaints for a long time because

these complaints for a long time because who is I as a lowly PhD student to

who is I as a lowly PhD student to

who is I as a lowly PhD student to disagree with all of the experts who

disagree with all of the experts who

disagree with all of the experts who came before me all of these people who

came before me all of these people who

came before me all of these people who were advising me and even the literature

were advising me and even the literature

were advising me and even the literature would seem to agree with them Stewart

would seem to agree with them Stewart

would seem to agree with them Stewart Butler who works for the well-respected

Butler who works for the well-respected

Butler who works for the well-respected Brookings Institute in 2013 had said

Brookings Institute in 2013 had said

Brookings Institute in 2013 had said that the traditional brick-and-mortar

that the traditional brick-and-mortar

that the traditional brick-and-mortar college should die essentially that it

college should die essentially that it

college should die essentially that it didn’t hold a place anymore that the

didn’t hold a place anymore that the

didn’t hold a place anymore that the core business function of the contractor

core business function of the contractor

core business function of the contractor college which he said should replace the

college which he said should replace the

college which he said should replace the traditional institution would be

traditional institution would be

traditional institution would be assembly and quality control rather than

assembly and quality control rather than

assembly and quality control rather than running an institution and hiring

running an institution and hiring

running an institution and hiring faculty or holding classes some of my

faculty or holding classes some of my

faculty or holding classes some of my students might be like yeah sounds like

students might be like yeah sounds like

students might be like yeah sounds like a great idea I love this this is

a great idea I love this this is

a great idea I love this this is basically an idea in which a student

basically an idea in which a student

basically an idea in which a student would pick and choose classes from a

would pick and choose classes from a

would pick and choose classes from a variety of places and create sort of a

variety of places and create sort of a

variety of places and create sort of a you know package deal

you know package deal

you know package deal and in theory I think it sounds really

and in theory I think it sounds really

and in theory I think it sounds really good but it also feeds into what dr.

good but it also feeds into what dr.

good but it also feeds into what dr. Alex Hope said on his blog about the

Alex Hope said on his blog about the

Alex Hope said on his blog about the future academic in which he said that

future academic in which he said that

future academic in which he said that the academic of the future will not be

the academic of the future will not be

the academic of the future will not be tied to an institution sorry dr. hope I

tied to an institution sorry dr. hope I

tied to an institution sorry dr. hope I actually love being tied to my

actually love being tied to my

actually love being tied to my institution but that they will be

institution but that they will be

institution but that they will be thought leaders and communicators and

thought leaders and communicators and

thought leaders and communicators and they will teach a range of things and

they will teach a range of things and

they will teach a range of things and they will engage in a variety of things

they will engage in a variety of things

they will engage in a variety of things and they will do so on a freelance model

and they will do so on a freelance model

and they will do so on a freelance model that’s called an adjunct and we already

that’s called an adjunct and we already

that’s called an adjunct and we already treat them poor enough those adjuncts

treat them poor enough those adjuncts

treat them poor enough those adjuncts are brilliant

are brilliant

are brilliant they’re great educators and this feeds

they’re great educators and this feeds

they’re great educators and this feeds into the idea that we should continue to

into the idea that we should continue to

into the idea that we should continue to treat them as they are and I

treat them as they are and I

treat them as they are and I wholeheartedly disagree with him because

wholeheartedly disagree with him because

wholeheartedly disagree with him because not only am I tied to my institution

not only am I tied to my institution

not only am I tied to my institution that doesn’t mean that I’m not a thought

that doesn’t mean that I’m not a thought

that doesn’t mean that I’m not a thought leader it doesn’t mean that I’m not a

leader it doesn’t mean that I’m not a

leader it doesn’t mean that I’m not a good communicator or undertaking a

good communicator or undertaking a

good communicator or undertaking a variety of things and imparting that to

variety of things and imparting that to

variety of things and imparting that to my students and so I thought you know

my students and so I thought you know

my students and so I thought you know reading about colleges who had banned

reading about colleges who had banned

reading about colleges who had banned laptops from their

laptops from their

laptops from their classrooms and those sorts of things how

classrooms and those sorts of things how

classrooms and those sorts of things how could I talk to my peers my fellow

could I talk to my peers my fellow

could I talk to my peers my fellow educators about embracing this change

educators about embracing this change

educators about embracing this change not for the sake of just embracing

not for the sake of just embracing

not for the sake of just embracing change right you shouldn’t embrace

change right you shouldn’t embrace

change right you shouldn’t embrace technology in the classroom just to do

technology in the classroom just to do

technology in the classroom just to do it it has to serve a purpose and so it

it it has to serve a purpose and so it

it it has to serve a purpose and so it helped to inform my pedagogical

helped to inform my pedagogical

helped to inform my pedagogical principles these four things here are

principles these four things here are

principles these four things here are the foundation of what I believe as far

the foundation of what I believe as far

the foundation of what I believe as far as teaching is concerned that teaching

as teaching is concerned that teaching

as teaching is concerned that teaching and learning should be about passion

and learning should be about passion

and learning should be about passion creativity fostering independence and

creativity fostering independence and

creativity fostering independence and providing clarity and you can do that

providing clarity and you can do that

providing clarity and you can do that with technology in meaningful ways and

with technology in meaningful ways and

with technology in meaningful ways and so today my examples are based on my

so today my examples are based on my

so today my examples are based on my experiences I am in history I’m in the

experiences I am in history I’m in the

experiences I am in history I’m in the humanities and these examples might work

humanities and these examples might work

humanities and these examples might work better in that format but it is not to

better in that format but it is not to

better in that format but it is not to say that it can’t work in STEM fields or

say that it can’t work in STEM fields or

say that it can’t work in STEM fields or others and it’s not to say again that

others and it’s not to say again that

others and it’s not to say again that you do it just for the sake of doing it

you do it just for the sake of doing it

you do it just for the sake of doing it I wanted my students to understand

I wanted my students to understand

I wanted my students to understand because the number one thing I hear from

because the number one thing I hear from

because the number one thing I hear from students is that they hate history

students is that they hate history

students is that they hate history nobody hates history they just feel that

nobody hates history they just feel that

nobody hates history they just feel that they’re bad at it and nobody’s bad at it

they’re bad at it and nobody’s bad at it

they’re bad at it and nobody’s bad at it they’ve just been taught that history is

they’ve just been taught that history is

they’ve just been taught that history is rote memorization of names dates places

rote memorization of names dates places

rote memorization of names dates places and events and the reality is that

and events and the reality is that

and events and the reality is that doesn’t have to be that way and by using

doesn’t have to be that way and by using

doesn’t have to be that way and by using technology I’m helping them to see that

technology I’m helping them to see that

technology I’m helping them to see that they can relate history to their fields

they can relate history to their fields

they can relate history to their fields and I think part of the reason that

and I think part of the reason that

and I think part of the reason that digital technology in the classroom

digital technology in the classroom

digital technology in the classroom hasn’t been nearly as successful as it

hasn’t been nearly as successful as it

hasn’t been nearly as successful as it could be is because a as educators were

could be is because a as educators were

could be is because a as educators were not taught how to do it right and then

not taught how to do it right and then

not taught how to do it right and then also we assume that our students are

also we assume that our students are

also we assume that our students are already well-versed in the digital world

already well-versed in the digital world

already well-versed in the digital world this myth of the digital native and this

this myth of the digital native and this

this myth of the digital native and this myth has been well explored by experts

myth has been well explored by experts

myth has been well explored by experts in the past like Kathy Davidson and

in the past like Kathy Davidson and

in the past like Kathy Davidson and others but our very own dr. amanda la

others but our very own dr. amanda la

others but our very own dr. amanda la castro in the english program who is the

castro in the english program who is the

castro in the english program who is the professor of digital rhetoric has

professor of digital rhetoric has

professor of digital rhetoric has explored this myth of the digital native

explored this myth of the digital native

explored this myth of the digital native and helping us to understand why those

and helping us to understand why those

and helping us to understand why those assumptions are creating a situation in

assumptions are creating a situation in

assumptions are creating a situation in which our assignment or

which our assignment or

which our assignment or course design based around technology

course design based around technology

course design based around technology has not been as successful as it could

has not been as successful as it could

has not been as successful as it could be in part because we assume students

be in part because we assume students

be in part because we assume students already understand multimedia that they

already understand multimedia that they

already understand multimedia that they know what a folks anomic element is if I

know what a folks anomic element is if I

know what a folks anomic element is if I said that word folks anomic element do

said that word folks anomic element do

said that word folks anomic element do you have any idea what I’m talking about

you have any idea what I’m talking about

you have any idea what I’m talking about if I said tag you know what a tag is

if I said tag you know what a tag is

if I said tag you know what a tag is right you know what it is and in some

right you know what it is and in some

right you know what it is and in some cases there are people who are better at

cases there are people who are better at

cases there are people who are better at using it than others my husband has a

using it than others my husband has a

using it than others my husband has a hash tag that he’ll use it’s the only

hash tag that he’ll use it’s the only

hash tag that he’ll use it’s the only one he’ll use in social media that says

one he’ll use in social media that says

one he’ll use in social media that says hash tag Jamie uses too many hash tags

hash tag Jamie uses too many hash tags

hash tag Jamie uses too many hash tags doesn’t matter what he’s posting that’s

doesn’t matter what he’s posting that’s

doesn’t matter what he’s posting that’s what he puts because I include quite a

what he puts because I include quite a

what he puts because I include quite a lot of tags on my digital postings and

lot of tags on my digital postings and

lot of tags on my digital postings and then also we assume they already know

then also we assume they already know

then also we assume they already know about digital writing because they’re

about digital writing because they’re

about digital writing because they’re posting on Facebook or Twitter or

posting on Facebook or Twitter or

posting on Facebook or Twitter or whatever the reality is they’re not well

whatever the reality is they’re not well

whatever the reality is they’re not well versed in this necessarily and neither

versed in this necessarily and neither

versed in this necessarily and neither are we

are we

are we and so we need to create our assignments

and so we need to create our assignments

and so we need to create our assignments and scaffold them in such a way that we

and scaffold them in such a way that we

and scaffold them in such a way that we build digital literacy practices into

build digital literacy practices into

build digital literacy practices into those assignments and then it has to be

those assignments and then it has to be

those assignments and then it has to be done with careful attention to the

done with careful attention to the

done with careful attention to the rhetoric we use in the assignment design

rhetoric we use in the assignment design

rhetoric we use in the assignment design and providing intentional instruction

and providing intentional instruction

and providing intentional instruction and so for some examples of some

and so for some examples of some

and so for some examples of some projects that my students have done for

projects that my students have done for

projects that my students have done for me is I tell them to pick a topic that

me is I tell them to pick a topic that

me is I tell them to pick a topic that most interests them depending on the

most interests them depending on the

most interests them depending on the survey that we’re in world history

survey that we’re in world history

survey that we’re in world history American history or whatever and this is

American history or whatever and this is

American history or whatever and this is a work in progress for me because I am

a work in progress for me because I am

a work in progress for me because I am learning the problems with the digital

learning the problems with the digital

learning the problems with the digital native myth and the fact that I have to

native myth and the fact that I have to

native myth and the fact that I have to be ever explicit in my instructions and

be ever explicit in my instructions and

be ever explicit in my instructions and so these are some of the examples the

so these are some of the examples the

so these are some of the examples the first this Twitter pair they tweet it

first this Twitter pair they tweet it

first this Twitter pair they tweet it back and forth at each other as

back and forth at each other as

back and forth at each other as Alexander Hamilton and Thomas Jefferson

Alexander Hamilton and Thomas Jefferson

Alexander Hamilton and Thomas Jefferson I don’t know if you can see their

I don’t know if you can see their

I don’t know if you can see their handles but you got at you boy TGIF 1776

handles but you got at you boy TGIF 1776

handles but you got at you boy TGIF 1776 so he’s a little more creative than his

so he’s a little more creative than his

so he’s a little more creative than his partner at a Hamilton 1776 but I found

partner at a Hamilton 1776 but I found

partner at a Hamilton 1776 but I found that they had fairly similar digital

that they had fairly similar digital

that they had fairly similar digital literacy and that it wasn’t great they

literacy and that it wasn’t great they

literacy and that it wasn’t great they did fine for the assignment but the the

did fine for the assignment but the the

did fine for the assignment but the the fact is the only tag they used was the

fact is the only tag they used was the

fact is the only tag they used was the one I gave them which linked it to our

one I gave them which linked it to our

one I gave them which linked it to our class and there were no

class and there were no

class and there were no hi media elements to their postings

hi media elements to their postings

hi media elements to their postings whatsoever and so this was a learning

whatsoever and so this was a learning

whatsoever and so this was a learning process for me that this is something I

process for me that this is something I

process for me that this is something I have to teach them I have to build it in

have to teach them I have to build it in

have to teach them I have to build it in I had another Twitter pair with mixed

I had another Twitter pair with mixed

I had another Twitter pair with mixed levels of digital literacy and so you

levels of digital literacy and so you

levels of digital literacy and so you have to be cautious when you have

have to be cautious when you have

have to be cautious when you have students where one is very proficient

students where one is very proficient

students where one is very proficient and one isn’t because that’s going to

and one isn’t because that’s going to

and one isn’t because that’s going to affect the outcome of that group project

affect the outcome of that group project

affect the outcome of that group project I can only show you the one because the

I can only show you the one because the

I can only show you the one because the Scotch villany go the Scotchman he he

Scotch villany go the Scotchman he he

Scotch villany go the Scotchman he he turned that into his personal Twitter

turned that into his personal Twitter

turned that into his personal Twitter page and you don’t want to see that but

page and you don’t want to see that but

page and you don’t want to see that but uh in my piracy class they tweeted at

uh in my piracy class they tweeted at

uh in my piracy class they tweeted at each other as if they were a colonial

each other as if they were a colonial

each other as if they were a colonial governor and a pirate and they used a

governor and a pirate and they used a

governor and a pirate and they used a little bit more in terms of those pokes

little bit more in terms of those pokes

little bit more in terms of those pokes anomic elements you can see that they

anomic elements you can see that they

anomic elements you can see that they included a video at one point but very

included a video at one point but very

included a video at one point but very little of that and so I learned with

little of that and so I learned with

little of that and so I learned with these Twitter projects that you know I

these Twitter projects that you know I

these Twitter projects that you know I have to work with them to teach them

have to work with them to teach them

have to work with them to teach them these things and it even though they got

these things and it even though they got

these things and it even though they got a lot out of it there’s still more that

a lot out of it there’s still more that

a lot out of it there’s still more that they could get out of it and I think by

they could get out of it and I think by

they could get out of it and I think by embracing this change we can engage our

embracing this change we can engage our

embracing this change we can engage our students in ways that are more appealing

students in ways that are more appealing

students in ways that are more appealing in different ways I also learn stuff by

in different ways I also learn stuff by

in different ways I also learn stuff by doing these digital projects because I

doing these digital projects because I

doing these digital projects because I allow them to operate on a multitude of

allow them to operate on a multitude of

allow them to operate on a multitude of platforms in this case one of my African

platforms in this case one of my African

platforms in this case one of my African American history students created a trip

American history students created a trip

American history students created a trip line I had never heard of this before

line I had never heard of this before

line I had never heard of this before and now that I have I just want to use

and now that I have I just want to use

and now that I have I just want to use it all the time but basically you can

it all the time but basically you can

it all the time but basically you can create your own road trip and in this

create your own road trip and in this

create your own road trip and in this case she did it by pinpointing key plots

case she did it by pinpointing key plots

case she did it by pinpointing key plots along of the Freedom Riders throughout

along of the Freedom Riders throughout

along of the Freedom Riders throughout the civil rights movement and she

the civil rights movement and she

the civil rights movement and she created what would be a road trip for

created what would be a road trip for

created what would be a road trip for anybody who wanted to take that Freedom

anybody who wanted to take that Freedom

anybody who wanted to take that Freedom Ride and understand what that meant and

Ride and understand what that meant and

Ride and understand what that meant and it’s not just a map she had to go into

it’s not just a map she had to go into

it’s not just a map she had to go into each of those spots and create little

each of those spots and create little

each of those spots and create little plot points and she included images and

plot points and she included images and

plot points and she included images and she included quotes and primary sources

she included quotes and primary sources

she included quotes and primary sources and she taught me a lot about how

and she taught me a lot about how

and she taught me a lot about how digital applications could be effective

digital applications could be effective

digital applications could be effective as a learning tool and so this was one

as a learning tool and so this was one

as a learning tool and so this was one of the highlights of this this process

I allow my students to use PowerPoint

I allow my students to use PowerPoint it’s my least favorite form of allowing

it’s my least favorite form of allowing

it’s my least favorite form of allowing students to create digital projects just

students to create digital projects just

students to create digital projects just because I feel like the assumption is

because I feel like the assumption is

because I feel like the assumption is that it’s easy and then when students do

that it’s easy and then when students do

that it’s easy and then when students do it they don’t put in nearly as much

it they don’t put in nearly as much

it they don’t put in nearly as much effort as they might on others but I

effort as they might on others but I

effort as they might on others but I force them to treat the PowerPoint not

force them to treat the PowerPoint not

force them to treat the PowerPoint not as a PowerPoint but as a digital

as a PowerPoint but as a digital

as a PowerPoint but as a digital representation of a museum exhibit and

representation of a museum exhibit and

representation of a museum exhibit and in this case I’ve learned that by

in this case I’ve learned that by

in this case I’ve learned that by providing them with those explicit

providing them with those explicit

providing them with those explicit instructions on how to do that in ways

instructions on how to do that in ways

instructions on how to do that in ways that are effective I’m getting very

that are effective I’m getting very

that are effective I’m getting very interesting project so in this case she

interesting project so in this case she

interesting project so in this case she literally found a theme that looks like

literally found a theme that looks like

literally found a theme that looks like you’re walking through a museum it looks

you’re walking through a museum it looks

you’re walking through a museum it looks like it has a floor and she made it look

like it has a floor and she made it look

like it has a floor and she made it look like those are actual sculptures and she

like those are actual sculptures and she

like those are actual sculptures and she learned through the process how to

learned through the process how to

learned through the process how to balance text with images and creating

balance text with images and creating

balance text with images and creating space in a way that is visually not only

space in a way that is visually not only

space in a way that is visually not only appealing but keeps the audience’s

appealing but keeps the audience’s

appealing but keeps the audience’s attention and so the vast majority these

attention and so the vast majority these

attention and so the vast majority these students are not public history majors

students are not public history majors

students are not public history majors they’re majoring in all kinds of

they’re majoring in all kinds of

they’re majoring in all kinds of different things right and it’s

different things right and it’s

different things right and it’s important because in digital

important because in digital

important because in digital presentations especially I find that

presentations especially I find that

presentations especially I find that students use a ton of text they treat

students use a ton of text they treat

students use a ton of text they treat the visual and digital as if it were a

the visual and digital as if it were a

the visual and digital as if it were a paper because that’s traditionally what

paper because that’s traditionally what

paper because that’s traditionally what they associate with history and so by

they associate with history and so by

they associate with history and so by using this digital model and working

using this digital model and working

using this digital model and working with them to figure out how to balance

with them to figure out how to balance

with them to figure out how to balance those elements out they’re learning that

those elements out they’re learning that

those elements out they’re learning that history can be different you can do

history can be different you can do

history can be different you can do blogs in my class as your project this

blogs in my class as your project this

blogs in my class as your project this student decided that for her topic about

student decided that for her topic about

student decided that for her topic about the Persian Empire she was going to

the Persian Empire she was going to

the Persian Empire she was going to create a blog and educate all of tumblr

create a blog and educate all of tumblr

create a blog and educate all of tumblr so this is public anybody who’s on

so this is public anybody who’s on

so this is public anybody who’s on tumblr has access to her project and who

tumblr has access to her project and who

tumblr has access to her project and who knows who she’s going to reach right and

knows who she’s going to reach right and

knows who she’s going to reach right and you could see that Shirdi had a bit of

you could see that Shirdi had a bit of

you could see that Shirdi had a bit of digital literacy before I worked with

digital literacy before I worked with

digital literacy before I worked with her because she was already using tags

her because she was already using tags

her because she was already using tags and links and images and so I had other

and links and images and so I had other

and links and images and so I had other students whose blogs had nothing but

students whose blogs had nothing but

students whose blogs had nothing but text and I don’t know if you’ve ever

text and I don’t know if you’ve ever

text and I don’t know if you’ve ever tried to read a blog that has nothing

tried to read a blog that has nothing

tried to read a blog that has nothing but text but it’s boring you lose

but text but it’s boring you lose

but text but it’s boring you lose interest very quickly and you’re going

interest very quickly and you’re going

interest very quickly and you’re going to go to the next page you’re going to

to go to the next page you’re going to

to go to the next page you’re going to go somewhere else

go somewhere else

go somewhere else and so by learning how to incorporate

and so by learning how to incorporate

and so by learning how to incorporate these digital elements she was able to

these digital elements she was able to

these digital elements she was able to keep her audience’s attention long

keep her audience’s attention long

keep her audience’s attention long another one that I had never heard of is

another one that I had never heard of is

another one that I had never heard of is TE Toki it is an interactive timeline

TE Toki it is an interactive timeline

TE Toki it is an interactive timeline piece timelines are traditional they are

piece timelines are traditional they are

piece timelines are traditional they are a traditional mode of doing history but

a traditional mode of doing history but

a traditional mode of doing history but this student took it and made it modern

this student took it and made it modern

this student took it and made it modern and she used it in such a way to

and she used it in such a way to

and she used it in such a way to integrate digital technology into our

integrate digital technology into our

integrate digital technology into our classroom and so with te Toki you

classroom and so with te Toki you

classroom and so with te Toki you created timeline for an event she

created timeline for an event she

created timeline for an event she actually used this as part of something

actually used this as part of something

actually used this as part of something from her major she was like a finance

from her major she was like a finance

from her major she was like a finance major or something along those lines she

major or something along those lines she

major or something along those lines she decided that she was going to talk about

decided that she was going to talk about

decided that she was going to talk about financial structures in the colonization

financial structures in the colonization

financial structures in the colonization period not to get into the history part

period not to get into the history part

period not to get into the history part but she figured out a way to break it up

but she figured out a way to break it up

but she figured out a way to break it up into pieces and to incorporate who would

into pieces and to incorporate who would

into pieces and to incorporate who would think that you would incorporate images

think that you would incorporate images

think that you would incorporate images and and that sort of thing in Sue’s

and and that sort of thing in Sue’s

and and that sort of thing in Sue’s financial structures and Cologne you

financial structures and Cologne you

financial structures and Cologne you know the colonial era but she managed to

know the colonial era but she managed to

know the colonial era but she managed to do it with the slave receipts when she

do it with the slave receipts when she

do it with the slave receipts when she starts talking about the slave trade she

starts talking about the slave trade she

starts talking about the slave trade she found images of 17th and 18th century

found images of 17th and 18th century

found images of 17th and 18th century slavery seats she found images from

slavery seats she found images from

slavery seats she found images from Francis Drake’s narrative and she found

Francis Drake’s narrative and she found

Francis Drake’s narrative and she found ways to incorporate those and so I just

ways to incorporate those and so I just

ways to incorporate those and so I just want to kind of leave you those are some

want to kind of leave you those are some

want to kind of leave you those are some examples but leave you with some

examples but leave you with some

examples but leave you with some conclusions that you can try to

conclusions that you can try to

conclusions that you can try to incorporate whether in anybody in here

incorporate whether in anybody in here

incorporate whether in anybody in here as an educator maybe you’re going to go

as an educator maybe you’re going to go

as an educator maybe you’re going to go off into K through 12 education or even

off into K through 12 education or even

off into K through 12 education or even thinking about your own work ways that

thinking about your own work ways that

thinking about your own work ways that you can incorporate the digital into

you can incorporate the digital into

you can incorporate the digital into your world is to not assume that tech is

your world is to not assume that tech is

your world is to not assume that tech is useless or too complicated right I know

useless or too complicated right I know

useless or too complicated right I know a lot of my older colleagues always say

a lot of my older colleagues always say

a lot of my older colleagues always say well it’s just too much I don’t feel

well it’s just too much I don’t feel

well it’s just too much I don’t feel like figuring it out and those are you

like figuring it out and those are you

like figuring it out and those are you know that’s valid it can be tricky but

know that’s valid it can be tricky but

know that’s valid it can be tricky but there are tons and tons and tons of

there are tons and tons and tons of

there are tons and tons and tons of resources out there and guess what my

resources out there and guess what my

resources out there and guess what my grandparents are on Facebook it’s a

grandparents are on Facebook it’s a

grandparents are on Facebook it’s a little creepy sometimes my grandmother

little creepy sometimes my grandmother

little creepy sometimes my grandmother will go on likings fries and I always

will go on likings fries and I always

will go on likings fries and I always know that she’s a little bored but tech

know that she’s a little bored but tech

know that she’s a little bored but tech is never so complicated that it can’t be

is never so complicated that it can’t be

is never so complicated that it can’t be used in some way that is beneficial much

used in some way that is beneficial much

used in some way that is beneficial much like any other skills students are going

like any other skills students are going

like any other skills students are going to have varying proficiency with this

to have varying proficiency with this

to have varying proficiency with this digital technology and if it’s something

digital technology and if it’s something

digital technology and if it’s something you want to incorporate as a meaningful

you want to incorporate as a meaningful

you want to incorporate as a meaningful component to your classroom or if your

component to your classroom or if your

component to your classroom or if your professor is incorporating this

professor is incorporating this

professor is incorporating this talk to them about your proficiency

talk to them about your proficiency

talk to them about your proficiency level and say look I’m not you know

level and say look I’m not you know

level and say look I’m not you know maybe they assume you’re already

maybe they assume you’re already

maybe they assume you’re already proficient in this and you could say

proficient in this and you could say

proficient in this and you could say yeah maybe I snapchat 150 times a day

yeah maybe I snapchat 150 times a day

yeah maybe I snapchat 150 times a day but that doesn’t mean I’m great at

but that doesn’t mean I’m great at

but that doesn’t mean I’m great at blogging right or maybe I have a blog

blogging right or maybe I have a blog

blogging right or maybe I have a blog but I don’t you know I don’t know how to

but I don’t you know I don’t know how to

but I don’t you know I don’t know how to create a timeline and so your

create a timeline and so your

create a timeline and so your proficiency level will vary and that’s

proficiency level will vary and that’s

proficiency level will vary and that’s okay

okay

okay right it’s a learning process it’s about

right it’s a learning process it’s about

right it’s a learning process it’s about growing in this technology and so for

growing in this technology and so for

growing in this technology and so for professors but anybody really you want

professors but anybody really you want

professors but anybody really you want to think about scaffolding these

to think about scaffolding these

to think about scaffolding these assignments to target specific skills

assignments to target specific skills

assignments to target specific skills that you want your students to get out

that you want your students to get out

that you want your students to get out of it for me I know that the vast

of it for me I know that the vast

of it for me I know that the vast majority of students that I encounter

majority of students that I encounter

majority of students that I encounter are not history majors they’re not going

are not history majors they’re not going

are not history majors they’re not going into the history field I’m you know I I

into the history field I’m you know I I

into the history field I’m you know I I might get fired for this I don’t care if

might get fired for this I don’t care if

might get fired for this I don’t care if you walk away from my class

you walk away from my class

you walk away from my class remembering that the Ottoman Empire was

remembering that the Ottoman Empire was

remembering that the Ottoman Empire was the most powerful and long-lasting of

the most powerful and long-lasting of

the most powerful and long-lasting of the Islamic empires in the world history

the Islamic empires in the world history

the Islamic empires in the world history era like that’s great if you do walk

era like that’s great if you do walk

era like that’s great if you do walk away remembering that but as a nursing

away remembering that but as a nursing

away remembering that but as a nursing student maybe you’re like I don’t care

student maybe you’re like I don’t care

student maybe you’re like I don’t care but what I do care that you walk away

but what I do care that you walk away

but what I do care that you walk away from my classroom with is the ability to

from my classroom with is the ability to

from my classroom with is the ability to think critically and to make use of the

think critically and to make use of the

think critically and to make use of the resources and skills that I work with

resources and skills that I work with

resources and skills that I work with you to develop and use that in your

you to develop and use that in your

you to develop and use that in your field and so you want to make sure if

field and so you want to make sure if

field and so you want to make sure if you’re designing assignment or even

you’re designing assignment or even

you’re designing assignment or even taking on an assignment as a student

taking on an assignment as a student

taking on an assignment as a student that you’re making sure that those

that you’re making sure that those

that you’re making sure that those skills are specific and targeting

skills are specific and targeting

skills are specific and targeting specific goals I don’t do these digital

specific goals I don’t do these digital

specific goals I don’t do these digital projects of my history students just for

projects of my history students just for

projects of my history students just for the fun of it although I think some of

the fun of it although I think some of

the fun of it although I think some of them think that that’s what it is I’m

them think that that’s what it is I’m

them think that that’s what it is I’m doing it because there are specific

doing it because there are specific

doing it because there are specific skills that I want them to get out of it

skills that I want them to get out of it

skills that I want them to get out of it if you routinely incorporate digital

if you routinely incorporate digital

if you routinely incorporate digital technology into your daily life or your

technology into your daily life or your

technology into your daily life or your classroom it becomes a natural extension

classroom it becomes a natural extension

classroom it becomes a natural extension of your pedagogy or of your experience

of your pedagogy or of your experience

of your pedagogy or of your experience and so it becomes something that is

and so it becomes something that is

and so it becomes something that is easier to do over time right and then

easier to do over time right and then

easier to do over time right and then you want to harness your students

you want to harness your students

you want to harness your students reliance on digital devices or you as

reliance on digital devices or you as

reliance on digital devices or you as students you want to make use of that if

students you want to make use of that if

students you want to make use of that if professors want to call students tech

professors want to call students tech

professors want to call students tech addicts that’s fine that’s their

addicts that’s fine that’s their

addicts that’s fine that’s their prerogative but the reality is that

prerogative but the reality is that

prerogative but the reality is that doesn’t have to be a bad thing

doesn’t have to be a bad thing

doesn’t have to be a bad thing right that technology can be useful in

right that technology can be useful in

right that technology can be useful in the classroom so harness their social

the classroom so harness their social

the classroom so harness their social media usage harness their tech addiction

media usage harness their tech addiction

media usage harness their tech addiction harness their skills that maybe they

harness their skills that maybe they

harness their skills that maybe they have and use that in a way that is

have and use that in a way that is

have and use that in a way that is meaningful to the classroom and let

meaningful to the classroom and let

meaningful to the classroom and let digitally based assignments serve as

digitally based assignments serve as

digitally based assignments serve as teachable moments regarding digital

teachable moments regarding digital

teachable moments regarding digital presence in particular I told you I

presence in particular I told you I

presence in particular I told you I didn’t show you the scotchman’s Twitter

didn’t show you the scotchman’s Twitter

didn’t show you the scotchman’s Twitter thing because he made it personal but we

thing because he made it personal but we

thing because he made it personal but we did have a teachable moment about the

did have a teachable moment about the

did have a teachable moment about the fact that it was still public and he was

fact that it was still public and he was

fact that it was still public and he was putting a lot of stuff out there he

putting a lot of stuff out there he

putting a lot of stuff out there he shouldn’t write you guys hear this all

shouldn’t write you guys hear this all

shouldn’t write you guys hear this all the time right that your digital

the time right that your digital

the time right that your digital presence is important but when students

presence is important but when students

presence is important but when students create digitally based assignments

create digitally based assignments

create digitally based assignments sometimes they don’t always recognize

sometimes they don’t always recognize

sometimes they don’t always recognize that that you know that’s still part of

that that you know that’s still part of

that that you know that’s still part of their digital presence your Facebook

their digital presence your Facebook

their digital presence your Facebook might be set to the greatest privacy

might be set to the greatest privacy

might be set to the greatest privacy settings of all time but that

settings of all time but that

settings of all time but that information can still get out there and

information can still get out there and

information can still get out there and if you create a publicly based

if you create a publicly based

if you create a publicly based assignment that has your name on it as

assignment that has your name on it as

assignment that has your name on it as most of my students do they go and

most of my students do they go and

most of my students do they go and search that it could pull up your other

search that it could pull up your other

search that it could pull up your other social media stuff and so I often use

social media stuff and so I often use

social media stuff and so I often use this as an opportunity to talk to my

this as an opportunity to talk to my

this as an opportunity to talk to my students about their digital presence

students about their digital presence

students about their digital presence and about how embracing this change in

and about how embracing this change in

and about how embracing this change in pedagogy can be very beneficial not only

pedagogy can be very beneficial not only

pedagogy can be very beneficial not only to the educator but to the students

to the educator but to the students

to the educator but to the students because it brings new life to the

because it brings new life to the

because it brings new life to the classroom and it helps to marry our

classroom and it helps to marry our

classroom and it helps to marry our traditional models of lecturing and

traditional models of lecturing and

traditional models of lecturing and exams and quizzes which I know my

exams and quizzes which I know my

exams and quizzes which I know my students love my quizzes you’re not in

students love my quizzes you’re not in

students love my quizzes you’re not in my class thing where you don’t show but

my class thing where you don’t show but

my class thing where you don’t show but marrying those things that are

marrying those things that are

marrying those things that are traditional and show the traditional

traditional and show the traditional

traditional and show the traditional learning with things that bring

learning with things that bring

learning with things that bring excitement and show other avenues of

excitement and show other avenues of

excitement and show other avenues of learning my students think critically

learning my students think critically

learning my students think critically but maybe the exam isn’t the best place

but maybe the exam isn’t the best place

but maybe the exam isn’t the best place for them to show me that they’re

for them to show me that they’re

for them to show me that they’re thinking critically maybe the quiz isn’t

thinking critically maybe the quiz isn’t

thinking critically maybe the quiz isn’t the best place to show me that they did

the best place to show me that they did

the best place to show me that they did the reading right so this was kind of my

the reading right so this was kind of my

the reading right so this was kind of my way of bridging what I learned over time

way of bridging what I learned over time

way of bridging what I learned over time and my own personal experiences as a

and my own personal experiences as a

and my own personal experiences as a student and my connection with my

student and my connection with my

student and my connection with my students today so thank you

students today so thank you

students today so thank you [Applause]

[Applause]

[Applause] [Music]

[Music]

[Music] Thank You dr. Goodall let’s give another

Thank You dr. Goodall let’s give another

Thank You dr. Goodall let’s give another round of applause

all right so this technically concludes

all right so this technically concludes TEDx Stevenson you but um before we go I

TEDx Stevenson you but um before we go I

TEDx Stevenson you but um before we go I just want to say um give a couple shout

just want to say um give a couple shout

just want to say um give a couple shout outs one to Dan for allowing this event

outs one to Dan for allowing this event

outs one to Dan for allowing this event to happen let’s give him a round of

to happen let’s give him a round of

to happen let’s give him a round of applause

applause

applause [Applause]