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Differentiation

Technology gives students access to a variety of programs and information sources at the simple click of a button. Teachers can find leveled readers or allow students to choose research topics that fit their interests much more easily than by going to the library where resources may be limited. In addition, teachers can assign programs to help students remediate or expand their knowledge so that students can process or investigate topics further. This work can be done during centers or group work, freeing the teacher to attend to individual students or other small groups. Using technology in this way ensures that all the students get what they need.

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1. Recorded Lecture Videos

Recording yourself giving lectures is perhaps the simplest digital approach. While these video recordings are easy to create and effective for sharing information quickly, production value is often less than ideal and the videos can be less than engaging. Overall, this approach doesn’t nearly reach the full potential that can be accomplished with digital learning.

Advantages of recorded lectures:

They let students consume course material on their own schedule and at their own pace, which students like.

They are more accessible—you can speed them up or slow them down—and you can easily add additional accessibility features, such as automated closed captioning or transcriptions.

Students can fast forward through material they already understand and rewind or rewatch material they are struggling with, unlike in a live lecture when wandering attention can mean missing a crucial point.

Disadvantages of recorded lectures:

They can be less than engaging.

They’re not interactive.

When I use them:

Truthfully, I don’t use them very often. They can be useful for exceptional circumstances that make it impossible for everyone to be in a live lecture.

Occasionally, I use them to set up a mini-case to initiate problem-solving thinking, or to provide information about key framework ideas before class discussion, but I tend to use edited video lessons (see next section) for that purpose.

2. Edited Video Lessons

Edited videos take recorded lectures a step further by introducing editing for smoother delivery and transitions, as well as adding graphics and other interesting visuals that make the videos more engaging. Though they can be a little more time-consuming to produce, edited videos retain the advantages of recorded lectures while giving a higher-quality learning experience. It’s fairly easy to learn some simple editing, and sometimes you can get help from students or support staff. Plus, I keep these videos short—under five minutes. That’s when student attention starts to drift.

Advantages of video lessons:

All the advantages of recorded lectures (e.g., self-paced).

Students have an opportunity to watch several short videos in a row, as their schedules permit.

Graphics and other illustrations can be useful for clarifying concepts.

Disadvantages of video lessons:

They’re more engaging than recorded lectures, but still not interactive.

Producing these videos requires extra time and effort.

When I use them:

To set up initial problem situations or present useful framework materials.

To add new information that may cause students to reconsider previous conclusions.

To teach a mechanical analysis approach, such as how to calculate a net present value.

3. Zoom Sessions

When courses are held fully remotely or in a hybrid setting (with some students participating in person and some participating virtually), most class sessions and discussions happen over Zoom or a similar videoconferencing platform. These live virtual sessions can allow for a synchronous learning experience enhanced by other digital tools, such as whiteboards and other display technologies, but they cannot be considered an exact replacement for in-person discussions.

For those teaching fully in person, Zoom can still be used for things like bringing in guests from afar and for exercises that involve the use of groups in the form of breakout rooms. I run a negotiation exercise for one of my classes that is actually a lot easier to run in Zoom than in person, because it involves rapid transitions between breakout groups and larger class discussion. Zoom is also great for students to use in coordinating project work outside of class.

Advantages of Zoom sessions:

Students can synchronously interact with each other remotely.

Technology allows for unique modes of interaction and discussion, such as breakout rooms, which can be configured instantaneously, as well as chat channels.

It’s easy to invite remote guest speakers who would otherwise be unable to travel to campus.

Disadvantages of Zoom sessions:

Students and educators alike can experience Zoom fatigue.

It can be hard to read interpersonal cues from those who are remote.

While Zoom calls are interactive, they still lack valuable opportunities for casual social interaction.

There’s no real substitute for students walking in the hall together, chatting about pretty much anything. At least not yet.

When I use them:

For case discussions that include remote guests.

For exercises that need fast transitions in and out of groups.

For group-based project work.

4. Online Discussion Boards

Many instructors have tried to replace in-person discussions with asynchronous online discussion boards. In my experience, however, online discussion boards are best used in conjunction with synchronous discussion (via Zoom or in person). You can pick up points or concepts introduced in an online discussion and use them as jumping-off points for a synchronous discussion—giving credit to the students who raised them, of course. It’s a flow that I find leads to greater understanding of the material.

Advantages of online discussion boards:

They encourage student interaction.

Students can participate on their own time.

There’s generally no limit to the number of ideas students can contribute—meaning more students can participate in these discussions.

Shy students reluctant to engage in live sessions can build confidence with online contributions, especially if you pick up their points and credit them in synchronous discussions.

Disadvantages of online discussion boards:

Although instructors can drop comments and questions into online chat, it’s harder to actively guide and focus the discussions (because you’re not constantly there), so there’s no guarantee that students will arrive at the desired conclusions.

Multiple unrelated, branching discussions can occur at once, making things confusing or unfocused.

Students may not enjoy these types of discussions; they can feel forced or unnatural.

When I use them:

To start students thinking in a particular direction with the intention of bringing it all home in synchronous discussions.

To allow shy students opportunities to make contributions and gain confidence that may carry over into live sessions.

To surface ideas that I want to pick up on and add to in subsequent synchronous discussions.

5. Simulations

Simulations, like case studies, are a way to immerse students in a very specific experience—but with simulations, information is unfolding in real time. We can then ask students to do the work of extracting generalizable propositions, frameworks, theories, and so forth under our guidance.

Advantages of simulations:

They invite students to interact directly with the course material—and often each other—to solve the types of problems they may encounter in a real business environment.

Students have the opportunity to take direct control of their learning. They reach their own conclusions, then connect those learnings to framework material you present to rescue them from their struggle with it—to help them structure and systemize.

They have narrative elements and cause students to change their minds; students tend to remember lessons from simulations in much the same way they remember an impactful dramatic experience.

They give students experience in organizing and making meaning from information that arrives in real time and out of any helpful order.

Disadvantages of simulations:

They can take up a lot of time; in my view, the real learning from a simulation happens in a debrief and you need to take the time to distill out general lessons, especially when the models that underlie a simulation are complex.

Preparing a simulation for use can be effort intensive for instructors.

When I use them:

Very much in the same situations I use cases—when I want to present specific problems or situations from which I want students to derive general lessons.

To mix learning modes, as a break from and enhancement of cases.

Sometimes, in conjunction with cases, to show students that it can be harder than they think to “walk the talk”—to do what they said they would do in a case discussion when confronted with a problem unfolding in real time.

6. Multimedia Content

There’s also a lot of great multimedia content available—and this is yet another way to mix things up and shift modes to keep students interested. Using video elements in multimedia cases, for example, allows students see and hear case protagonists as opposed to just reading quotations.

Advantages of multimedia content:

Multimedia experiences offer a change of pace, and they’re often highly engaging.

Disadvantages of multimedia content:

They still don’t facilitate casual social interaction.

When I use it:

When I want to offer alternative modes for introducing problems or management situations, much like my use cases for simulations.

7. Curated Content

Many of us were using curated third-party content—anything from TED Talks to podcasts to YouTube tutorial videos—before the pandemic. But going virtual has prompted me to search around and use even more curated material. This kind of content can be used for a variety of desired outcomes: to help students explore case studies more deeply, for example, or to complete projects in virtual workspaces, such as Miro or Google Jamboard, for which students may need a how-to assist.

Advantages of curated content:

It’s often quite engaging, and much of it is very professionally done.

Once you have located good content, there is relatively little an instructor needs to do other than cue it up.

Disadvantages of curated content:

When you use too much of this type of content, students can think that you haven’t prepared for their specific needs.

Some content isn’t research based, or it can even put forth theoretical ideas that are unsupported or flawed. You must verify the quality of the content for yourself.

When I use it:

Pretty much anywhere—interwoven amid asynchronous edited video content or in synchronous classes, whether online or in person.

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Inclusion

Technology allows some students to be included in the classroom in ways they have never been before. Many students who receive special education can benefit from technology that helps them write, spell, read and do mathematical computation. Word processors can point out spelling mistakes to students. Adaptive readers highlight text or read aloud to students so they can research and use websites like their peers using technology. As technology becomes more prevalent in schools, students who receive special education and use a laptop for help will not stand out or seem out of place.

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P: Collaboration

El: Technology makes it easier for students to collaborate and save their work. Traditionally, when students collaborated, they may have created posters or notes of their work together. However, technology allows students to create digital collections of research and ideas.
Ex: They can draw and write together in the same program, creating documents and projects that are fully collaborative.
L: Therefore, Collaboration is an advantage in learning.

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Engagement

Students who use technology in the classroom may be more engaged. When schools have a 1:1 initiative (one device for every student), students benefit because technology can be more smoothly integrated into the curriculum. Many teachers use interactive software and programs as learning technologies so that students can respond to questions and lectures digitally. In addition, gamified learning makes education fun and engaging as they earn badges and move through competencies.

Productivity

Analog tools need to be tended to, cared for and replaced. Using technology allows students to access what they need when they need it. They can keep calendars online, and teachers can push due date reminders in a learning management system (LMS). Word processors do not need to be sharpened and online books do not get lost. Technology allows students instant access to all the materials they need, saving time, space and mental effort.
Creativity

The content available online is endless. Students who are interested in learning about arts, music, videos - and virtually anything else - can find plenty of resources. Any creative endeavor that calls to a student can be supported by technology. Tablets have the capabilities to capture students' sketches. Editing software lets students bring photos to life and manipulate them in creative ways. Technology can enhance creativity rather than inhibit it if students are given choice about what they create.

Automation

A huge benefit of educational technology for teachers is automation. You can upload lessons into an LMS for students to access on their own time. Online assessments make grading easy and parents can automatically be messaged when students receive a failing grade. Teachers are always looking for ways to find more time in the day, and technology can assist in big ways.

Future Focus

We do not yet know what types of jobs will be around when many of our students are adults joining the workforce, but we do know that technology is not going anywhere. Students will need strong technology skills to be successful in whatever job or career they may go into after school. Simply having a mindset that embraces the process of learning and using new technology can make a difference in a student's future.