Less Printing or
Greater Access to
Resources
Dr. Laura Taddei
Center for Faculty Development
• Discuss the use of technology to improve student learning
outcomes
• Identify ways to use technology to improve student
learning and access
• Plan ways to integrate technology that is appropriate and
meets the needs of diverse learners
Learning Outcomes
• The College will pilot a new Pay for Printing policy in
Summer 2013. Students will receive 100 pages free for
Fall, Spring, and one Summer semester. Summer 2013 is
only a pilot and students will not have to pay for the
additional pages over 100.
Pay for Printing Policy
• When should it be done?
• When would it interfere with learning?
• Could it promote better study habits and workplace
skills?
Questions regarding new
policy:
• Distribute materials electronically
• Encourage students to submit assignments electronically
• When creating handouts save PowerPoint as a PDF and
as four to nine slides per page
• Use PDF markup and management software to
electronically work with files
• Use Blackboard/Sharepoint/Google Drive to collaborate
Suggestions to Reduce
Printing
• Always print double-sided – make sure your printer is set
to double-sided and print only the pages you need
• Bookmark files and/or create folders to store documents
• Choose printer-friendly version when printing online
• Use electronic notebooks like Microsoft OneNote – many
free demos and student discounts
• Princeton provides tips for printing less
• https://www.princeton.edu/~clusters/printless/
Suggestions to Reduce
Printing Continued
• What other ways do you use to reduce printing in your
classrooms?
• What are some challenges or needs you have with regard
to this new printing policy?
Other Suggestions
• Microsoft Word has an option where you can track
revisions and comment directly in documents and
electronically send back to students.
• Foxit Reader and make notes directly in a document and
send back to students
• What are some other ways to edit electronically and save
on printing?
Electronic editing
• With today’s demands on meeting student learning
outcomes, program learning outcomes, and institutional
outcomes, how do we fit it all in?
• Some teachers use technology to provide students with
information and then use class time for more in-depth
conversations and critical thinking.
• Can the facts be acquired with the technology?
Saving Time with
Technology
• Using class time to challenge students to “think deeply,
summarize, and analyze information” (Gullen &
Zimmerman, 2013, p. 64).
• Example – using Socrative.com – teacher poses question
to students, they send answers through cellphones,
laptops, or tablets; teacher uses information to shape
instruction (Gullen & Zimmerman, 2013, p. 64)
• What are some things you are already doing?
Class time
• The goal of flipped learning is not about using videos but
how best to use in-class time with students (Sams &
Bergmann, 2013)
• Is it always conducive? When does it work? When does
it not work? What classes are suited to this kind of
learning?
• For centuries, teachers have asked students to come to
class prepared after reading a text – how different is this?
(Sams & Bergman, 2013)
Flipped Learning
• One institution did away with textbooks and decided to
create their own math curriculum. They brought together
online resources and created what they called was a 24/7
math curriculum (Fulton, 2012).
• Another teacher asked students to send electronically
(before they left class) either a reflection, a request for
assistance, or a report on how they mastered a concept –
immediate feedback on student learning (Gullen &
Zimmerman, 2013).
• Other examples and ideas that you have used?
Examples of Using
Technology
• With resources available, students can preview material,
review as needed – move at their own pace
• A new way to address absenteeism – if a student misses a
class, they can catch up – access 24/7 to class material
• More time in class to provide hands-on learning,
discussion and problem solving
• Technology is flexible and appropriate for digital students
• (Fulton, 2012)
Benefits
• “Technology is essential for supporting the academic needs of
diverse learners” (Edyburn, 2011)
• Digital text – text can be manipulated to meet the needs of
diverse learners
• Flexible, self-paced learning (Fulton, 2012) (Sams &
Bergman, 2013)
• Changing our mindset so our focus is on how can we support
our learners before they fail (Edyburn, 2011)
• “Course content can be created in a digital environment, with a
wide variety of supports built in that can be used by all
learners” (Edyburn, 2011, p. 39)
Meeting Needs of Diverse
Learners
• Preparing students to be well-educated and technically
competent is needed for our rapidly changing society
(Gehler, 2013) (Shana, 2009)
• Using technology effectively can promote lifelong
learning and support learner-centered approaches (Shana,
2009)
Preparing Students
Please contact Laura Taddei at [email protected] if you
have any questions or comments.
Questions or Comments
Edyburn, D. (2011). Harnessing the Potential of Technology to Support the Academic Success of Diverse
Students. New Directions For Higher Education, (154), 37-44.
Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24.
Gehler, J. (2013). 'New Normal' Means Meeting Needs of Students, Collaborating with Partners.
Community College Week, 25(13), 4.
Gullen, K., & Zimmerman, H. (2013). Saving Time with Technology. Educational Leadership, 70(6), 63-66.
Nicol, D. (2009). Assessment for learner self-regulation: enhancing achievement in the first year using
learning technologies. Assessment & Evaluation In Higher Education, 34(3), 335-352.
doi:10.1080/02602930802255139
Sams, A., & Bergmann, J. (2013). Flip Your Students' Learning. Educational Leadership, 70(6), 16-20.
Shana, Z. (2009). Learning with Technology: Using Discussion Forums to Augment a Traditional-Style
Class. Educational Technology & Society, 12(3), 214-228
Resources