{"id":392,"date":"2017-07-06T09:02:44","date_gmt":"2017-07-06T13:02:44","guid":{"rendered":"https:\/\/carleton.ca\/teachingresources\/teachingresources\/?page_id=392"},"modified":"2026-02-25T14:41:18","modified_gmt":"2026-02-25T19:41:18","slug":"what-is-teaching-with-technology","status":"publish","type":"page","link":"https:\/\/carleton.ca\/teachingresources\/teaching-online\/what-is-teaching-with-technology\/","title":{"rendered":"What is Teaching with Technology?"},"content":{"rendered":"\n
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\n What is Teaching with Technology?\n <\/h1>\n \n \n <\/header>\n\n <\/div>\n\n <\/div>\n\n <\/div>\n<\/section>\n\n\n\n

Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and\/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).<\/p>\n\n\n\n

In light of these multiple possibilities, the most consistent tip that arises in research pertaining to teaching with technology is that we choose particular technologies based on their compatibilities with the teaching and learning objectives associated with our courses and\/or their individual units (see, Bates and Pool 2003).<\/p>\n\n\n\n

McIntyre (2011: 4) summarizes this advice stating, \u201c[d]on\u2019t simply use technology as an \u2018add-on\u2019 to the class. There must be a logical reason and purpose for the inclusion of any [technological] tools [into our courses].\u201d<\/p>\n\n\n\n\n

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\n Table of Contents\n <\/h2>\n
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\n \n 1.\n <\/span>\n\n \n Learning management system or website\n <\/a>\n <\/div>\n\n <\/div>\n \n
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\n \n 2.\n <\/span>\n\n \n Social or dyadic media\n <\/a>\n <\/div>\n\n <\/div>\n \n
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\n \n 3.\n <\/span>\n\n \n Synchronous or asynchronous interaction\n <\/a>\n <\/div>\n\n <\/div>\n <\/div>\n\n <\/div>\n<\/div>\n\n\n\n

Learning management system or website<\/h2>\n\n\n\n

Some people are skeptical that locking media into relatively private platforms \u201cremoves the very openness which gives them value\u201d (Orlando in Bart, 2011: 11). Others note the growing adaptability of LMS technologies with efforts to \u2018socialize\u2019 classroom environments (Matrix, 2014). Indeed, LMS technologies are increasingly designed to support both blogging and wiki functions and the integration of social media (e.g. Twitter and Facebook).<\/p>\n\n\n\n

All things being equal, there are three main advantages to using an LMS over world wide web technologies when teaching in the university setting:<\/p>\n\n\n\n