What Does Cognitive Science Say about Using Technology in the Classroom?
Time: 2:00-3:00 pm ET - free to all
Cognitive psychology should inform our decisions about what technologies to use in the classroom. Recent studies have found that certain technologies typically interfere with or impede students' attention, elaborative rehearsal, encoding, and retrieval of material, while others facilitate these processes or can when properly managed. We need to separate the technological gold from the fool's gold. By the end, participants will be able to assess the arguments for using teaching technologies, explain the basic principles and processes of memory, learning, and attention, assess the learning effectiveness of common teaching technologies in view of cognitive science research, and make better informed technology decisions.
Biographical Sketch of Dr. Linda B. NilsonLinda B. Nilson is founding director of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors, now in its third edition (Jossey-Bass, 2010), The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey-Bass, 2007), Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills (Stylus, 2013) and Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (Stylus, 2015). Currently she is working on the fourth edition of Teaching at Its Best for Jossey-Bass and applying cognitive psychology to assess how various instructional technologies affect learning.
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