Christina L. Miller

Incorporating technology into teaching can significantly enrich the learning experience by increasing engagement, accessibility, and opportunities for active learning. Tools like iClicker, Jamboard, and Slido allow instructors to gather real-time feedback, promote participation from all students—including those who may be less comfortable speaking in class—and create dynamic, responsive lessons. Since the Covid19 pandemic, online and hybrid courses have become more common, and platforms such as zoom and teams can help bridge physical distances, enabling collaborative learning through discussion boards, shared documents, and interactive media. Emerging tools like generative AI may also facilitate both teaching and learning, offering new ways for students to engage with content.

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However, leveraging these technologies effectively requires thoughtful implementation. Instructors must be mindful of potential barriers such as inconsistent internet access, varying levels of digital literacy, and the accessibility needs of neurodivergent and disabled students. Demonstrating competency in this area involves not only technical fluency but also the ability to create inclusive, adaptable learning environments. This includes selecting tools that align with learning goals, offering alternative formats when needed, and fostering digital equity so all students can benefit from technological enhancements.

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​​Interpretation

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Understanding how to effectively incorporate technology into teaching is a critical competency for modern university and college instructors, as it directly supports student engagement, learning, and inclusivity across a variety of teaching modalities. In today’s higher education landscape—where students increasingly expect interactive, flexible, and tech-enhanced learning—being able to leverage tools like polling software, learning management systems, and AI-enhanced resources can significantly improve both teaching effectiveness and the student experience. This competency also includes the ability to critically assess which technologies are appropriate for different contexts and to ensure that digital tools enhance rather than hinder access and learning for all students.

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I developed this competency through the ‘Certification in College Teaching Institute’ (May 2024, Michigan State University), where I attended a session specifically focused on incorporating technology into teaching. I learned to use Zoom’s whiteboard and polling features for online engagement, explored flipped classroom strategies using video content, and practiced integrating interactive tools like Jamboard, Slido, and iClicker into both online and in-person courses. A particularly meaningful takeaway was discovering how to use generative AI for creating rubrics and exam questions, and leveraging features like D2L’s feedback tools to save time while enhancing feedback quality.

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I applied what I learned immediately in my own teaching by using Slido to increase engagement in my 80-minute ecology lectures. I used word clouds at the start of class to understand students prior knowledge and multiple-choice polls mid-lecture to assess understanding and check in on students' cognitive load. This helped maintain student focus and allowed me to adjust my pacing and explanations in real time. Despite challenges, this experience highlighted the importance of proactively researching available tech resources and starting with a few well-integrated tools. In the future, I plan to expand my use of Slido and explore IClicker, which is often offered at no cost by institutions, to continue fostering an engaging and student-cantered learning environment.