[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]
”
Be First to Comment