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This blog was created in July 2003 in support of a project associated with the USCA Ubiquitous Campus Computing Grant. The blog was modified in April 2004 as part of USCA's 2004 Academic Technology Conference. If you would like to join the discussion, please contact Karl Fornes (karlf@usca.edu).
Tuesday, September 09, 2003
::: XPLANA.COM ::: Exploring how we can learn and teach with technology
::: XPLANA.COM ::: Exploring how we can learn and teach with technology
I had to link to Laura Gibbs' discussion of Blackboard versus blogs in the classroom, if only because she does an excellent job of explaining my problems with Blackboard. Frankly, I'm still upset that it took me so long to understand my frustrations with Blackboard as little more than a technical replication of the traditional classroom. Outside of matters of convenience, what can Blackboard do that one cannot do without the technology? In other words, I'm beginning to feel that unless the technology adds something to the class that cannot be done in a traditional setting, what's the advantage? As far as Blackboaard is concerned, I don't think there is much of an advantage, certainly not enough to spend time in class teaching students to use the technology.
Near the end of the Fall 2002 semester, one of my students put it best. When asked about Blackboard as a part of the class, he responded that the best part of Blackboard was the gradebook that allowed him to check his grades even before he received his paper with my comments. Yek! Raather than stop using the gradebook, I decided then to simply stop using Blackboard.
Comment
I had to link to Laura Gibbs' discussion of Blackboard versus blogs in the classroom, if only because she does an excellent job of explaining my problems with Blackboard. Frankly, I'm still upset that it took me so long to understand my frustrations with Blackboard as little more than a technical replication of the traditional classroom. Outside of matters of convenience, what can Blackboard do that one cannot do without the technology? In other words, I'm beginning to feel that unless the technology adds something to the class that cannot be done in a traditional setting, what's the advantage? As far as Blackboaard is concerned, I don't think there is much of an advantage, certainly not enough to spend time in class teaching students to use the technology.
Near the end of the Fall 2002 semester, one of my students put it best. When asked about Blackboard as a part of the class, he responded that the best part of Blackboard was the gradebook that allowed him to check his grades even before he received his paper with my comments. Yek! Raather than stop using the gradebook, I decided then to simply stop using Blackboard.
