technology application review and demonstration assignment

EDUC 629 Technology and Diversity

• Course Description

This course focuses on the nature of individual learners as it impacts instructional design with the use of technology in education. Specifically, the course covers topics on tools, methods and approaches to meet learning needs of children with special learning, those of differing socioeconomic and cultural backgrounds, and those of varying learning styles and preferences. The course attempts to bridge the gap between theoretical implications and practical applications of diversity considerations in the context of educational technology integration.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

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Leaders focusing on educational technology design and management must be aware of the changing demographic landscape of education today. Students from rich, diverse backgrounds—in culture, socioeconomic status, learning ability, and learning preference—reveal the need for efforts in developing effective means for planning individual learning experiences. Issues of awareness, design, and effective application and implementation become important in this light. This course focuses on these very issues.

Course Assignment

Textbook readings and lecture presentations.

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the candidate will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt for each Discussion. Each thread must be at least 200 words and contain at least 2 references cited in current APA format. In addition to the thread, the candidate is required to reply to at least 2 classmates’ threads. Each reply must be at least 100 words and contain at least 1 reference in current APA format. (CLO: A, B, D, F)

Technology Standards Infographic Assignment

For this assignment, the candidate will provide an Infographic of the International Standards for Technology Educators (ISTE), the Universal Design for Learning (UDL) guidelines, and the Technology Pedagogical Content Knowledge (TPCK) framework. The candidate must then provide an overview of each standard’s unique qualities, as well as an explanation of how they can be applied in the field of instructional design and technology. The goal of this assignment is to demonstrate an understanding of each of these standards and provide a foundation for how they will be applied through the candidate’s Technology Implementation Plan. (CLO: C, D, E)

Learning Community Demographics Paper Assignment

The candidate will write a 2-3-page paper in current APA format that focuses on the demographics of their local community.  The paper must include a minimum of 3 references. (CLO: B, C, E)

Technology Application Review and Demonstration Assignment

The candidate will create a 5-10 slide presentation that focuses on a critique of three current applications/programs available for classroom instruction.  Then, the candidate will select one of the three reviewed programs that best aligns to their program goals.  They will develop a 3-5 minute screencast demonstrating how to use the program in their classroom.  (CLO: A, D, E)

Technology Application Professional Development and Lesson Plans Assignment

The candidate will develop a professional development plan describing how teachers will be prepared to use the new technology in their classroom instruction.  Then, the candidate will create two formal lesson plans demonstrating how the students will use the technology during lessons. (CLO: A, B, C, D, E)

Technology Tool Assessment Assignment

The candidate will write a one-page paper in current APA format that focuses on the goals and objectives of their technology plan.  Then, the candidate will create two surveys, one for teachers and one for students, to aid in the evaluation of their technology plan. (CLO: A, B, C, D, E, F)

Assistive Technology Application for All Learners Assignment

The candidate will write a 3-5 page paper in current APA format that focuses on the assistive technologies available with the selected program they have chosen to include in their curriculum.  The paper must include a minimum of two references. (CLO: B, D, E)

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Teaching Demonstrations

Teaching demonstrations are an integral part of the interview process for academic jobs where teaching responsibilities are a part of the workload. Even if you are not on the job market, teaching demonstrations can be a helpful exercise in analyzing your instructional practices and identifying areas for improvement. Many four-year institutions require a teaching demonstration in addition to a research/job talk while two-year or teaching-oriented institutions may only require a teaching demonstration (Gannon, 2019). However, the structure, format, and length of teaching demonstrations differ between four-year and two-year institutions. Furthermore, depending on the discipline, teaching demonstrations may or may not be required; but, the majority of institutions seem to require them. For example, in a survey of 113 biology faculty from a variety of institutions across North America, 62% of biology departments require a teaching demonstration (Smith et al, 2013). The rest of this article will explain what a teaching demonstration is and how to prepare for one.

What are Teaching Demonstrations?

Classroom Audience

The audience of teaching demonstrations are often undergraduate students from the institution, departmental faculty, and the hiring committee. Sometimes, the department asks the job candidates to play the role of a guest lecturer in an existing class with the hiring committee and other faculty observing in the back. Other times, the department will compile a blend of students, faculty, and the hiring committee (or sometimes just the hiring committee themselves) to comprise your audience. Regardless, the department is looking for a sneak peek into what your future classroom might be like if you were hired. 

Consider the teaching demonstration as a chance to show your ability in getting others to actively learn, which is a unique part of the interview process. During research/job talks, candidates share their research with the departmental faculty and the hiring committee, who are typically other experts in the field. As such, discipline-specific jargon and commonly-used abbreviations in the field are welcome during these talks. On the other side, teaching demonstrations are meant to show how well a candidate can teach those discipline-specific concepts and skills to students who are novice-level thinkers in the discipline. In a survey of 113 biology faculty about teaching demonstrations, Smith et al. (2013) found that the candidate's ability to create a "presentation understandable to students" and ability to "pitch the talk at the correct level at for the intended audience" are two of the top 5 most important attributes of a successful teaching demonstration. Prepare your teaching demonstration as if the whole classroom, faculty and hiring committee included, are a mix of undergraduate students who may be in the major. 

Questions to consider: 

• Who is in your audience? Is it a pre-existing class, just the hiring committee, or a self-selected mix of undergraduate students, a group of faculty, and the hiring committee?
• How large is your audience?
• Be mindful of where your lesson may reside in the course calendar. Is your audience of undergraduates realistically able to engage in the material if your lesson is in the first half or second half of the semester?
• Which parts of your lesson are appropriately building rapport with your audience and sparking their interest in the material?

Research your Institution

Questions to consider:

• How will your teaching demonstration be mindful and inclusive of a diverse student body?
• Does the institution/department take pride in certain teaching styles? Does your demonstration fit?

Classroom Space

The physical space of the classroom can affect the learning dynamics of your audience, as well as what teaching strategies you choose to implement. For example, a large pillar in the middle of the room may disrupt your plans for free-flowing discussion. Similarly, a demonstration with awesome instructional technology may not launch if the classroom has limited Internet or technological tools. As Gannon (2019) explains, the more you know about the room where you'll be demonstrating your pedagogy, the better. Here are some factors to consider about the classroom set-up:

• Do your plans to use instructional technology complement your teaching demo?
• Can the audience rearrange seats, desk, tables to suit your lesson?
• Is there a chalkboard, or white board? How many? 
• How many projectors and projector screens are there?
• If you have a presentation/video/digital media, bring it on a flash drive, just in case.

Forming your Lesson

Depending on the type of institution or on departmental preferences, job candidates may be asked to either design a lesson from scratch or be given a prescribed lesson. Two-year institutions tend to be more teaching-focused rather than research-focused (Smith et al, 2013). Hiring committees from two-year institutions may give a prescribed lesson or instruct that job candidates cover a certain chapter in the textbook (Gannon, 2019). Four-year institutions can be both research- and teaching-heavy. The instructions and contexts for teaching demonstrations may vary more here at the preference of the individual departments. In general, job candidates should follow instructions from the department. If told to deliver a lesson to an introductory class in your department, make sure the content and activities are appropriate for students at that level. 

Typically, the teaching demonstration is not judged on the amount of content, but in how well a thoughtful selection of content is taught (Jenkins, 2017). Helping the audience to realize the importance and relevance of your topic may be more useful. The easiest way is to relate the class material to something your audience may be familiar with. However, be careful of references to popular culture because your class will contain a diversity of individuals. Here are few guiding questions as you form your lesson:

• What guidance, context, or materials was given to shape the teaching demonstration? 
• Are the lessons, activities, and content thoughtfully selected to suit the level of students in your teaching demonstration?
• When explaining your content, do you have examples or analogies that do not rely on exclusive popular culture? 

Practicing your Lesson

Smith, M. K., Wenderoth, M. P., and Tyler, M. (2013). The teaching demonstration: What faculty expect and how to prepare for this aspect of the job interview. CBE Life Sciences Education , 12(1), 12–18. Retrieved from http://doi.org/10.1187/cbe.12-09-0161 

Jenkins, R. (2017). The Teaching Demo: less power, more point – The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/The-Teaching-Demo-Less-Power/241893

Gannon, K. (2019). How to succeed at a teaching demo | Chronicle Vitae. Retrieved from https://chroniclevitae.com/news/2161-how-to-succeed-at-a-teaching-demo

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• How to Integrate Technology

Successful technology integration is more than just getting the tools into the classroom; here are some ideas on how to engage students and enliven your lessons with those tools.

When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, they begin to take more control over their own learning, too. Effective tech integration changes classroom dynamics, encouraging student-centered project-based learning.

Think about how you are using technology with your students. Are they employing technology daily in the classroom, using a variety of tools to complete assignments and create projects that show a deep understanding of content?

If your answer is "No," is it because you lack enough access to technology? Is it because you don't feel ready? Or do you feel ready, but need additional support in your classroom? Depending on your answer, your path to tech integration may look different from someone else's. However varied access and readiness may be, tech integration can successfully occur in any classroom.

Getting Started

The first step in successful tech integration is recognizing the change that may need to happen inside of yourself and in your approach to teaching. When any teacher brings technology into the classroom, he or she will no longer be the center of attention. The level of refocused attention will, of course, depend on the amount and the type of technology (e.g., mobile device, e-reader, laptop, interactive whiteboard) being brought into the classroom. However, this does not mean that the teacher is no longer essential to the learning process. While students may be surrounded by technology at home, it is dangerous to assume that they know how to use it for learning -- this is commonly referred to as the "myth of the digital native," and you can read more about it in this Edutopia blog post: " Digital Native vs. Digital Citizen? Examining a Dangerous Stereotype ." Most students still need a guide to help them use digital tools effectively for learning and collaboration.

Integrating Technology Across the Access Spectrum

As discussed in the What is Successful Technology Integration? section, how we define "technology integration" depends on the kinds of technology available and how much access one has to technology. This definition also depends on who is using the technology. For instance, in a classroom with only an interactive whiteboard and one computer, learning will still remain teacher centered and integration will revolve around teacher needs, which are not necessarily student needs. Still, there are ways to use an interactive whiteboard to make it a tool for your students. Even with one computer in the room, there are ways to integrate that one machine into your classroom and still make sure that you and your students are indeed doing things that you couldn't do before, not just doing the same things you did before in a quicker, more efficient way.

Below you will find a quick overview with suggestions of what kinds of tools and activities are best matched with various levels of technology access. All of the resources linked to are either free or offer free versions.

If your class has an interactive whiteboard and projector:

• Try interactive websites such as BrainPOP .
• Dig in to Scholastic's whiteboard activities page .
• Show online videos related to the lessons.
• Explore virtual math manipulatives .
• Check out the native software that came with the board.
• Use the videoconferencing tool Skype to connect beyond the classroom.

If there is only one computer in your room:

• All of the above, plus…
• Assign one student to be the class scribe and take notes.
• Start a collaborative class blog.
• Check out the Skype an Author Network website.
• Try Voicethread , a collaborative multimedia conversation tool.
• Let students access review or intervention materials on a rotating schedule.
• Curate resources for students via a Livebinder .
• Build a Google Site to house class content.
• Encourage skills practice, research, or the creation of collaborative stories using Google Docs .
• Record Screencasts for providing onscreen instruction.
• Find more free resources and ideas from this Eduptopia blog post .

If you have a pod of three to five computers in the classroom or access to a library with a pod of computers:

• Encourage individual student blogging using Kidblog .
• Have students create digital stories using Voicethread .
• Explore student-created multimedia presentations using Microsoft PowerPoint, LibreOffice , Prezi , or Google Docs .
• Use Edmodo , Schoology , or Moodle to manage course content, assignments, and assessments.
• Get the students to create cartoons using ToonDoo .
• Have students make videos using Windows Movie Maker or Animoto .
• Build websites with students using Weebly or Wikispaces .

If you have access to a laptop cart or a computer lab:

• Enable students to work through course content at their own pace through the use of screencasts, e-books, and other digital media.
• Use Poll Everywhere or Socrative to poll students.
• Start live class discussions with TodaysMeet .
• Explore enhanced digital note taking with Evernote .

If your students have 1:1 laptops or netbooks:

• All of the above, whenever you want, for however long you like (especially if students take their laptops or netbooks home).

If you have access to a handful of mobile devices:

• Have students create videos using the Animoto app
• Record group discussions using a voice recording app.
• Have students record themselves reading aloud for fluency checks.
• Assign student-created comics using the Puppet Pals app .
• Offer e-books for required readings.
• Upload and access course content using the Edmodo or Schoology apps.
• Conduct research.
• Foster skills practice using apps specific to subject area.
• Collaborate using apps like Whiteboard .

If your students have 1:1 mobile devices:

• Use them as multifunction devices (e.g., e-book readers, calculators, platforms for taking notes).
• Try out a tool like Nearpod to project information onto student devices.
• Check out mobile apps for student polling from Poll Everywhere or Socrative .

Getting to "Seamless" Integration

To begin to move your tech integration to the point where it is "seamless," consider these questions:

• What skills are applied to nearly all tools (e.g., saving a file, naming a file, finding a file, logging in and out of accounts)? Have your students mastered these basic skills?
• How many different tools will you introduce this year? How many is too many?
• How will technology help your students better understand content -- will it push them to a deeper understanding that could not have been achieved without technology?
• What level of integration do you want in your classroom by the end of the school year? What specific steps must you take to achieve that goal? What is a realistic goal based on time and resources?

For more on levels of technology access and what that means for tech integration, read this blog post: " What Does 'Technology Integration' Mean? "

You can also check out the outstanding Technology Integration Matrix produced by the Arizona K12 Center. It provides guidance on different levels of tech integration based on readiness and current practice, and offers links to sample lessons.

Tips for Shared Hardware

In schools that are not 1:1, sharing resources can be a huge challenge. Here are some quick tips for sharing resources effectively:

• Hold an introductory session with your students when introducing a new tool.
• Use the tool yourself first before putting your students in front of it.
• Have a plan for collecting student work.
• Communicate with other colleagues that may want to use the resources as well.
• Manage time with the resources wisely. Set goals for work completion with your students.
• Communicate with your administration about how and when you will be using shared technology.

Get more details about these six tips from this blog post: " Six Tips for Teachers: How to Maximize Shared Resources ."

Creating a Professional-Development Plan

Once you have discovered what level of access you have and what possibilities this access affords you, it is time to address your own comfort level with the technology that is in your classroom. This can be achieved through self-assessment and/or the use of a fellow teacher or an instructional coach in your school or district. Once you know your comfort level, then you can begin to build a professional-development plan for yourself. This can be done alone, as part of your "grade team," or as part of your school or district's personal-growth plan. You can also begin to seek out professional-development opportunities online and outside of your district or school to begin to connect with other educators exploring the same challenges and seeking solutions. For more resources for taking professional development into your own hands, check out our DIY Professional Development page .

It doesn't matter what your comfort level is with technology in your classroom -- without a continuous professional-development plan, you will never be as effective as you can be. Many schools and districts have made the mistake of placing technology into classrooms without a comprehensive plan for training teachers. Often, this technology sits unused or underused. If you are a teacher in a situation where technology has been "thrown" at you with no professional development, be thankful for the new tool(s) that you have at your fingertips -- and then do your best to learn about how they can transform and improve your teaching and have a positive effect on student learning. You can do this either on your own or by asking for help from your colleagues, mentors, or professional learning community.

Unlike many other aspects of teaching, technology changes constantly. Just as in any industry, it is vital that educators stay current with new trends and developments in both pedagogy and new technologies. If you have a tech-integration specialist at your school, then use this person to your full advantage, as they are the front line for the tools you have or may want to bring into your classroom.

Hardware and Equipment

While hardware and software vary across classrooms, schools, and districts, one thing can be guaranteed across the board: technology, no matter what kind it is, will fail.

This inevitable part of tech integration is often the number-one fear of classroom teachers everywhere. Whether you are taking the steps to integrate technology into your classroom on your own or as part of a schoolwide or district initiative, this fear must be the first hurdle to overcome.

Here are some basic tips for when technology goes awry:

• Have a nontechnology backup plan.
• Just as we always tell our students that failure is OK, that we learn from failure, and that failure is part of the learning process, so must we, as adults, follow our own advice.
• Model troubleshooting with your students.
• Report the problem (and know to whom this reporting should be done).
• Ask for help. Have someone who knows how to fix the problem show you how for next time.

Using Technology for Feedback and Assessment

One of the most exciting aspects of bringing technology into your classroom -- and into your students' hands -- is the enhanced opportunity for timely and meaningful feedback.

Quick Checks: If you want to know if your students grasp enough of a particular concept before you move on, you can use tools such as Poll Everywhere , Socrative , or Mentimeter to get a quick snapshot of the class. By creating a short quiz or open-ended response question using one of these tools and having your students use an internet-enabled device to answer, you can get quick and easy feedback that will help inform your instruction.

Personalized Feedback: Through the use of course-management tools such as Edmodo , Schoology , or Moodle , it is now possible for teachers to provide personalized feedback quickly and efficiently to their students. All three tools provide the ability for teachers to leave personalized comments and notes on student work, and they provide a messaging service for students who may want to send emails with questions or concerns about the course.

Screencasts can also provide personalized feedback on student work. A teacher can record his or her computer screen while viewing student work, pointing out areas for improvement and areas where a student has excelled. Some great tools for this are Screencast-O-Matic and Jing .

In addition, Evernote is a powerful note-taking tool that can be accessed through any Internet-enabled device through a web browser or the mobile app. It allows users to record audio notes, and it can be a great way to provide personalized feedback to students. Teachers can share these recordings, which are embedded in notes created through the app or website, with students through email. This can be a great way to keep students updated on their progress or to provide feedback on a particular assignment asynchronously. Because the feedback is recorded, students can also rewind and relisten for better comprehension or to refer back to if they like.

Please note, all of these kinds of tools require that students have access to Internet-enabled devices on a regular basis and that they hand in their work digitally.

For more on using technology to provide feedback to students, you can read this blog post: " Using Tech Tools to Provide Timely Feedback ."

The Role of Digital Citizenship

Our students are constantly immersed in technology, yet that does not mean that they know how to use it for learning. We also cannot assume that they know how to use it responsibly either. Just as we teach our children how to handle bullies on the playground, or as we admonish a student for copying someone's work and handing it in as his or her own, we must take the time to explicitly teach about cyberbullying, copyright, plagiarism, digital footprint, and proper conduct online.

Of course, what we teach and how we teach it depend on grade level. We probably wouldn't teach first graders about the nitty-gritty details of copyright law, but we might teach them what kinds of information are safe or unsafe to share online. Likewise, while we may quickly review safe and unsafe information with high school students, we are more likely to focus on digital footprint and plagiarism.

It is worth your time to spend some time early in the year setting expectations for online conduct, use of information found online, and staying safe when using digital tools. For more on teaching digital citizenship, you can visit BrainPOP , Common Sense Media , or Edutopia's Digital Citizenship Resource Roundup .

Since it's clear that tech integration is here to stay, it is not a question of whether teachers integrate technology into their classrooms, but rather how to do it best. By taking small steps, teachers can begin to reap the benefits that technology can bring to their teaching and to student learning. This process does not have to be painful, and no one will become a tech-integration whiz overnight. However, even with limited access, with careful planning, some risk taking, and an open mind, teachers can successfully use technology to enhance their teaching and bring learning to life for their students.

Continue to the next section of the guide, Workshop Activities .

This guide is organized into six sections:

• Introduction
• Why Integrate Technology?
• What Is Tech Integration?
• Workshop Activities
• Resources for Tech Integration

Preparing for Teaching Demonstrations

Posted on December 18, 2019 by Charmian Lam

Depending on the discipline and institution, teaching demonstrations may not be required (Smith et al., 2013). However, most four-year and two-year institutions do have teaching demonstrations as a part of the interview process (Gannon, 2019). So, how can we prepare for teaching demonstrations and take a reflective look at our teaching practices? Here are a few tips to keep in mind:

• The audience may not be your usual audience, but that’s okay! In teaching demonstrations, the audience can be a mix of students (both in major and outside of the major), the hiring committee, and/or departmental faculty. You should still proceed to design and deliver the lesson to an audience that is typical of your course. Because the hiring committee wants a sample of your “typical” teaching, treat the whole audience—faculty, committee, and all—as students.
• Your tried-and-true lessons may need additional context. Your “greatest hits” lessons work in your classroom, but will they work for a teaching demonstration? Consider how your lessons fit into the curriculum of the department in which they were created. Are there skills that students need in order to be successful in your popular lessons? Will the students in your new classroom have the requisite skills? In teaching demonstrations, think about how your lesson fits into their department, curriculum, and student population.
• If your lesson relies on a piece of technology, be sure to have a back-up plan. Access to technological teaching tools varies between institutions. What you have access to at one institution may not be available at another or not be available on their internet connections. Additionally, technology can unexpectedly fail. What are some other ways your lesson can have the same impact? How else might you motivate the audience to practice the same disciplinary-specific skills in your lesson?

For more detail on planning your lesson for a teaching demonstration visit our new guide or contact our office for an individual consultation.

Smith, M. K., Wenderoth, M. P., and Tyler, M. (2013). The teaching demonstration. CBE Life Sciences Education, 12(1), 12–18. Retrieved from http://doi.org/10.1187/cbe.12-09-0161

Gannon, K. (2019). How to succeed at a teaching demo | Chronicle Vitae. Retrieved from https://chroniclevitae.com/news/2161-how-to-succeed-at-a-teaching-demo

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1.5. spes in hbn.

2. Colour Centres in hBN

2.1. creation of colour centres in hbn, 2.1.1. annealing, 2.1.2. ion implantation, electron beam and laser pulse irradiation, 2.1.3. chemical and plasma etching, 2.1.4. cvd hbn, 2.1.5. strain activation, 2.1.6. other methods, 2.2. defect assignment, 3. graphene/hbn heterostructure devices for electrical control of hbn spes, 3.1. stark tuning of hbn spes, 3.2. electrical charge control of hbn spes, 4. challenges and future perspectives, author contributions, informed consent statement, data availability statement, conflicts of interest.

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Share and Cite

Prasad, M.K.; Taverne, M.P.C.; Huang, C.-C.; Mar, J.D.; Ho, Y.-L.D. Hexagonal Boron Nitride Based Photonic Quantum Technologies. Materials 2024 , 17 , 4122. https://doi.org/10.3390/ma17164122

Prasad MK, Taverne MPC, Huang C-C, Mar JD, Ho Y-LD. Hexagonal Boron Nitride Based Photonic Quantum Technologies. Materials . 2024; 17(16):4122. https://doi.org/10.3390/ma17164122

Prasad, Madhava Krishna, Mike P. C. Taverne, Chung-Che Huang, Jonathan D. Mar, and Ying-Lung Daniel Ho. 2024. "Hexagonal Boron Nitride Based Photonic Quantum Technologies" Materials 17, no. 16: 4122. https://doi.org/10.3390/ma17164122

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