|
|
|
|
E-mail can be used to teach |
I first thought e-mail could be used to teach students in a tutorial-like fashion. In other words, I would carry on a series of N tutorials on-line with my students. Quite simply, it just did not happen. While I did connect and correspond with a few students, most simply ignored this effort. Even those students who did use e-mail did not use it to learn about the course. The main consequence is that I now use e-mail for classroom administration very effectively. Students get their grades, grade distributions, announcements, and test hints by e-mail. I also answer questions by e-mail, and students know that their e-mail receives my highest reply priority. They also appreciate the prompt return of test results (i.e., 24 hrs. or less).
|
|
Technology can replace classroom instruction |
I first thought that I could replace myself in the classroom, at least part of the time, by using technology. I quickly found that students wanted and expected me to teach in the classroom. The main consequence is that I now spend just as much time in the classroom as I did before. However, students spend less time copying down lecture notes because they already have printed lecture notes.
|
|
Computer instruction is a panacea for all students |
I first thought that computer instruction would "raise all boats." Like others, I was seriously wrong. Instead, I found something I should have already known, namely that good students take advantage of any tools you provide and that poor students do not. The main consequence is that I no longer expect computer instruction to cure all ills. I also have begun to structure my materials so that essential items are easily identified. This is primarily done so that the poorer students will not waste time on advanced or esoteric items.
|