RE: e-mail,handouts or both

[Deb Briihl]

Some of my lectures are in Powerpoint and some are not. I just haven't 
retyped everything into Powerpoint yet. The advantage to this is that I can 
put all of my lectures on-line for students to see and use. The 
disadvantage is that I feel tied to go in one direction in a lecture. For 
example, a few weeks ago, I covered over some material earlier in a 
presentation because of a question someone asked and I wrote the notes on 
the board. When I came to the slide related to that section, I just clicked 
through it quickly, stating that we already covered that material. A few 
students became annoyed and wanted me to let them copy that slide even 
though the exact same material was on the board (and, for that matter, 
on-line).
I prefer to have students use technology outside of class. A common problem 
is that if students have computer access in class, then a good percentage 
will be checking e-mail, chatting, surfing the web, playing games, etc. 
rather than listening to the lecture. All of us who have taught in a 
computer lab would love to have a power kill switch at our desks to be able 
to turn off the monitors.
As to the handouts - I just put them on my website if I am not using WebCT 
for my class.

At 09:51 AM 4/29/2004 -0400, you wrote:
I would like to broaden this discussion by asking how you use technology 
in class. I am early in my career, but prefer chalk to PowerPoint. Our 
administration wants us to use more technology in the classroom and is 
going to provide us with a student assistant to help out. All of our 
students have laptops and my classes meet in rooms with internet 
connections at each desk. What do you do that is really worthwhile and not 
just glitzy?


Thanks,
Joe

Joseph J. Horton Ph. D.
Faculty Box 2694
Grove City College
Grove City, PA  16127
724-458-2004
[EMAIL PROTECTED]

In God we trust. All others must bring data.
-----Original Message-----
From: Michael Lavin [mailto:[EMAIL PROTECTED]
Sent: Thursday, April 29, 2004 9:26 AM
To: Teaching in the Psychological Sciences
Subject: Re: e-mail,handouts or both

E-mail is critically important in my classes. I will be discussing that
exact topic at APA this summmer--cheap plug. Whatever, I create a web page
for each of my classes which includes the course syllabi and summary notes
for each class lecture. Summary notes are sent before each class as
e-mailed attachments prior to being downloaded on the course site.  When
course papers are required, they send them to me as an attachments at
which time I review, comment and grade and send back to them as
attachments (no paper). This semester, I am currently coordinating our
senior seminar capstone course which requires a research thesis and
terminates witha faculty and peer reviewed poster. From the early stages
of senior seminar until completion, email is used extensively. We also
have what we call peer partners who provide e-mailed feedback reviews to
me and their partners during the initial idea, first draft and final draft
of that thesis. My students check their email before they have their
coffee in the morning. I am not sure if students have coffee anymore.
Mike Lavin
[EMAIL PROTECTED]
http://web.sbu.edu/psychology/lavin

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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
Rhyme and Reason - DMB
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