The SECTIONS model by Bates and Poole (2003) has been an excellent framework for discussion over the last year at my school as we’ve looked at various technologies (hardware and software). I think it is a solid framework on a school-wide level as well as a classroom level. However, on a day-to-day basis, the Chickering and Gamson (1987) principles [expanded upon by Chicerking and Ehrmann (1996)] resonate a bit more with me.
The first principle of “Good practice encourages contact between students and faculty” is something that I’ve been working on for the last few years. All too often the excuse of “I didn’t know” is brought to me not only by students but by parents. Initially, I used email to contact students and parents about missing assignments or key due dates but I found that I was only communicating with those students who needed the extra nudge. Others were being left behind. Last year, I utilized a daily blog in which I provided a brief sysposis of each class and a link to the relevant course page. I emailed out the link to all the parents and students at the beginning of the year, included it in the school newsletters, and frequently reminded students about the accessibility of the website and blog. Parents were very supportive and excited by this initiative. Students were a little less thrilled to have an excuse removed but overall I noticed that deadlines were clearer for everyone and most students felt like they were in the loop. Students like having the opportunity to access resources and assignment details from home.
Another principle that technology has enabled me to realize is the one regarding “good practice gives good feedback.” I do not have particularly neat writing or printing. Thus, giving feedback on paper is a challenge for me and my students! As much as possible I have students email me documents. Leaving comments in Word is an easy task and I find that not only am I able to do this much faster, but I can leave more robust feedback for students. Shifting to Google Drive has also provided the opportunity for immediate feedback. Moreover, digital editing allows both students and teacher to see progress made as a document is refined.
One area that I think there has been a shift since these principles were drafted is the one regarding “Good practice emphasizes time on task.” I am not always sure that having our technology improves our time on task. Certainly some tasks can be completed sooner but I find that high school students struggle with focusing on the task at hand when a myriad of distractions are merely a click away. I find this an area that needs further clarification and discussion. The article mentions teaching strategies to emphasize the use of good time, but it was written in 1996 before the rise of mobile technology and with it non-stop games! This is one area that I have noticed over the last few years that educators, students, parents, administrators, etc. need to come to terms with to help students harness the amazing technology they have for far more productive purposes.
References:
Bates and Poole. (2003) “A Framework for Selecting and Using Technology.” In Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education.American Association for Higher Education Bulletin, 39(7), 3-7. Retrieved from
http://www.aahea.org/articles/sevenprinciples1987.htm
Chickering, A. W., & Ehrmann, S., C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 49(2), 3-6. Retrieved fromhttp://www.aahea.org/articles/sevenprinciples.htm