Technology Insights and Reflections

Several weblogs have inspired me to be more creative in my teaching approaches. The creative thoughts shared on Weblogs have been inspiring. Thoughts have emerged regarding how to incorporate engaging technologies without losing site of the material that “must be covered” in the anatomy & physiology course. I am taking a more relaxed attitude about doing everything and focusing more on how to best engage students, meaningfully, in this high tech era. I want to encourage students to focus on learning and to increase their awareness of learning through collaborations. This way students become more independent learners and seek ways to learn within their learning communities, away from the classroom.

I recently read a blog describing Google Spaces and from that blog I began reading another blog post that displayed a variety of technologies that could easily be incorporated into any course. I have gained sharper insight and come to understand that teaching is less focused on what is taught but rather the focus is on how teaches gets done. There are many resources available that help improve teaching that can be used without major disruptions or classroom upheavals. For example, plan to add one blended learning section of a course by starting a blog; later add a blog to other sections. Provide support to students in constructing learning in podcasts, webcasts or using social media websites. I have, and continue to exercise caution when working in online environments. There are limited protections of privacy in online environments and a couple of students have identified problem behaviors after posting an oral exam video online.

If capturing the attention of students and engaging them in learning is the aim, then choosing the technology that meets the learning objective is how flexible tech tools for teaching should become. There are many ways to incorporate a technology that will offer engagement and learning for students, no matter what material is being studied.  Adults learn differently than children, as Malcolm Knowles’ theory of andragogy described the particular learning needs of adults (Cercone, 2008). Today’s adult learners are technology savvy and expect to learn using digital appliances and mobile technologies they own, are entrenched and enamored with, or have access to. Mobile technologies allow today’s adult to learn in all places, all the time. Web 2.0 tools allow organized learning through web media outlets and through collaborations and by fostering learning communities (Ayao-ao, 2014). Weblogs are noted as the most useful and expansive tool being used in higher education classrooms today.

The most significant insight gained for future teaching practice is to rethink teaching through the lens of collaboration and increased engagement. I want to bring about excitement in learning as students seem to be less engaged than ever before. Thinking differently about how I teach and refocusing on what engages students is a continuous and longstanding concern. Virtual and game learning has some appeal for use in teaching anatomy and physiology. I am considering incorporating games into the laboratory and have looked at the way games captivate individual users claiming to learn particular skills. I have played computer games and do indeed find them captivating but I am not sure what is being learned in the process. Since the non-majors biology course will be replacing traditional labs with virtual simulation labs, I am investigating how to incorporate virtual labs in human anatomy and physiology course. The Second Life website allows the creation of virtual worlds which has possibilities that seem likely in teaching anatomy. I have not yet decided how nor what concepts to target, but I am intrigued by the possibilities.

Textbooks companies are already producing courses in a box that will allow educators to put a complete course online (in your schools IMS) with objectives and activities already in place. Amazing. There advances with technology on every level of education, to appeal to today’s learner and educator. Virtual learning, blogging, podcasting, and Second Lives are within our purview and we must take the front seat and drive in order to get there.


Ayao-ao, S. (2014). Emerging issues in the utilization of weblogs in higher education classrooms. International Journal of Teaching and Learning in Higher Education, 26 (2), 193-204. Retrieved from

Cercone, K. (2008). Characteristics of Adult Learners with Implications for Online Learning Design. AACE Journal, 16(2), 137-159.


Teaching Technologies and Ethical Considerations

Google provides an array of tools that can be used to enhance learning and engage students, such as Google Hangouts, Google Groups and others. Google Spaces is a new group conversation/messaging app that permits users to form a group that focuses on a topic; new topics can be added during the group discussion. For teaching purposes group conversations can be generated around an assigned topic or a student generated topic. The topic can be a photo, blog post, web link, social or educational event or some aspect of an assignment or random thoughts. Contacts can be added or the subject changed at any time. The Spaces app can be used in a simple and straightforward manner. Although Google is currently testing this app, it appears to offer the kind of discussion sharing capabilities that make collaborations possible with human anatomy and physiology students. I can have groups discussing case studies or interjecting ideas for further discussion on a topic from any chapter studied during the semester. I also think this would be a great way to bring the semester to a close by allowing students to discuss their most challenging concepts and how those concepts were learned by students. I would ask students to discuss the strategies they used in completing the assignment and how and what made them most engaging in the course.  I could learn from the responses how to make changes for the upcoming semester.

Spaces, Social Media and Ethical Considerations

The Spaces app is a technological tool viewed similar to social media or information sharing, whereby third party access is inevitable and scrutiny of others outside the course is possible. Students will be advised to adhere to the university honor code and postings must not be inflammatory or incendiary. In order to prevent negative occurrences, students will be advised that information posted must be their own and not elevated from another source unless referenced. Since issues associated with using educational tools online and on the web are developing with increasing use of social media websites, the associated ethical concerns in a situation will continue to be addressed; often these issues are addressed on a situational basis (Cain & Fink, 2010).

Social and Educational Change

Although the literature strongly supports learner-centered approaches, most institutions still provide instruction that is teacher centered, according to Kraska and Harris, 2007 in Wang and Kania-Gosche (2011). The use of technologies in classrooms, overall, provides learner-centered tools and individualized, independent learning with improved engagement. For this reason and because elements of adult online education allow the learner to interact with the content and other learners, self-directed learning becomes a greater possibility that drives and encourages pedagogical change (Wang & Kania-Gosche, 2011). With 21st century learners increasingly enrolling in higher education and online courses, concepts emphasizing experiential learning and andragogical approaches; approaches where the instructor is the guide on the side (Wang & Kania-Gosche, 2011), encourages more learning and achievement for all students.

Technology is Here to Stay

The complexities and challenges of teaching requires that instructional activities are developed that increase student mastery of course content.  A good instructor incorporates the best tools to provide learning opportunities to reach this goal. Today’s teaching tools are a reflection of the infusion of new learning technologies that enable new possibilities and different ways of increasing student engagement and learning.


Cain, J., & Fink, J. L., III. (2010). Legal and ethical issues regarding social media and pharmacy education. American Journal of Pharmaceutical Education, 74(10), 1–8.
Retrieved from the Walden Library databases.

Wang, V. C., & Kania-Gosche, B. (2011). Assessing Adult Learners Using Web 2.0 Technologies. International Journal of Technology in Teaching and Learning7(1), 61-78.


Effective Use of Technologies

Two Technologies for Engagement and Learning

The two technologies that I would use to engage learners are the video camera and the universal binocular monocular spotting scope telescope and microscope for cellular phones. I have used both technologies in my human anatomy and physiology course for student engagement and learning. Any video camera can be used whether it is through YouTube video or camera video. Using the Gosky (brand) universal device, allows one to capture images from microscope, telescope, binocular, monocular and night vision spotting scopes. This device is compatible with a wide range of phones and many brands. This is an incredibly useful device that allows me to capture images and show them to students or it allows students to use their phones to capture images save and/ or share with others. These two technologies have made using mobile devices, in an educational way, easy and engaging for students. 

Video Oral Competency Examinations

As an assignment in my online human anatomy and physiology course, students are required to complete an oral competency examination of the skeletal system. On this examination they must name and point to, in a video recording (individually), of all the bones of the articulated skeleton. Although there are 206 bones in the body, students will name certain bones in groups. For example, they will name the metacarpal bones as a group instead of individually. Students seem to take pride in their work when submitting their videos and many of them will add features that distinguish their oral examination video, such as, adding labels like upper torso, skull or axial skeleton into the presentation. Some students have added music between sections of their video. This video allows me to see that students have learned the bones of the skeleton and displayed creativity while capturing this on camera (video). From their productions, it is possible to assess their work, based on a presentation rubric that they receive in course documents. Many have let me know that they enjoy the experience and find it memorable. Peter Guber (2014), wrote in his blog post, “Technology Doesn’t Work Without Poetry”, that it is not necessary to use “state of the art” technology but rather, we must use “state of the heart” technology. This way, we use the technology to connect us to the student for learning to have a deeper meaning, a closer distance, and a deeper purposefulness that renders benefits from its use. I tend to agree with this thinking and the video oral exams that students produce provides evidence that supports the meaningful connection that is wrought using the technology.

Using The Gosky in The Laboratory

In the laboratory, anatomy students spend several weeks viewing histology slides of human body tissues. With limited time in lecture, I usually begin the histology lab on the second laboratory assignment of the semester. Most important is to explain what cells/tissues to look for and how to find them using the microscope. When I add the Gosky, plus my cell phone to a microscope, I can show students images and further, it is possible for students to use their own cell phones to view and take pictures of their approved images. Students become increasingly engaged by the ability to employ their cell phone, any phone, to view and take pictures of tissue slide images under microscopy. This tool encourages students to use their phones for learning and it induces self-sufficiency and self-efficacy with regard to working in the laboratory. Many students think they are inadequate and cannot possibly use the microscope efficiently but when the Gosky is added, this encourages and increases engagement and learning. This technology allows me to connect with my students and it allows my students to connect with me, for learning and engagement. Most often I ask students to put away their cell phones, now we focus on learning while using the Gosky to encourage learners to see their phones as tools for learning. Assessing how students use the microscope is possible when students show me their images and I confirm or require further searching for the image. Once the image is found, a picture is recorded and saved. This allows for corrective actions that follow, in real time, showing other students the correct image to search for and the required images and structures to look forward to sketching. It would further serve learning if I refined the activity to include saving and organizing for students to write descriptions and comparisons of the images which can be used in lecture class to help explain the differences in tissues of the human body. According to a recent metaanalysis by Means, Toyama, Murphy, Bakia and Jones (2010), combining online and face-to-face elements had a larger advantage than either method alone and most students are interested in learning with mobile technologies (Gomes & Souza, 2013); as they are significant in student learning and development. For assessment of the images students, with my help, select images that best represent the tissue groups and each table judges the other 5 tables. Allowing group assessments increases engagement and promotes encouragement of all participants (Cestone, Levine & Lane, 2008). This has proven to be the case with using particular devices for certain exercises in the human anatomy and physiology laboratory.

Ubiquitous devices represent a challenge and an opportunity to improve teaching and learning (Sevillano-Garcia & Vazquez-Cano, 2014). I agree that the use of digital mobile devices in teaching practices can effectively engage students and improve teaching and learning in the classroom and laboratory. But it is important that technology is not the focus but improved learning and engagement is the focus.


Cestone, C. M., Levine, R. E., & Lane, D. R. (2008). Peer assessment and evaluation in team-based learning. New Directions for Teaching and Learning, 2008(116), 69–78.
Retrieved from the Walden Library databases.

Cheung, T., Kwok, R., & Mark, K. P. (2014, June). Understanding of the usefulness of social and mobile learning applications in a large class-size setting: An empirical analysis. In EdMedia: World Conference on Educational Media and Technology (Vol. 2014, No. 1, pp. 1251-1262).

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.

Sevillano-García, M. L., & Vázquez-Cano, E. (2015). The impact of digital mobile devices in higher education. Journal Of Educational Technology & Society, 18(1), 106-118.

Implementing and Sustaining New Technology

Teaching and Learning Benefits of Using Google Drive Technology/

For improving student learning, I am interested in using Google Drive, specifically a tool called Video Notes. After recently becoming familiar with the tool, I am impressed with the usefulness it could offer students in human anatomy and physiology. First, provides students the benefit of watching a lecture or educational video and synchronously taking notes while doing so, pausing when needed. This tool is compatible with Khan Academy, YouTube, and Vimeo for starters. Secondly, the tool allows students to summarize notes, create questions, and share, all in one location. Determining student thoughts and understandings through this tool are made possible as students post their recreated version of the notes from the lecture or educational videos for other students to read. Lastly, the videos provide an opportunity to add guiding questions for students to address, when completing the assignment. This helps to direct the focus with large amounts of material to read and decipher, guiding questions guide the learner in listening and note-taking. Additional assignments that increase learning and engagement can be constructed around the use of this tool.

Using in Human Anatomy & Physiology

With my anatomy and physiology students, I first propose to assign as a lecture source as an after class resource. In addition to writing notes in their own words, the assignment will include writing 2 quiz questions and questions regarding any information in the lecture that was not fully understood. I may assign specific videos or allow students to select videos on the chapter under study. Additionally, I will use guiding questions to help improve students understanding of the concepts, terminology and structures covered in the topics for the specified assignment. According to Lawson, Bodle and McDonough (2007), students who wrote answers to guiding questions performed better on quizzes than those who did not use guiding questions on related material.

Using as an Engagement Tool

Students in one section will share their lecture notes with students from another section who are assigned to view a different lecture video. Students will compare notes with the chapter summaries and questions at the end of the chapter to increase student interactions and engagement on the same material. I think this will increase exposure to the many terms and create a way for students to continue to engage and collaborate beyond the classroom. According to a case study conducted by Valtonen, Havu-Nuutinen, Dillon and Vesisenaho (2011), “the creation and sharing of lecture notes may be characterized as student improvisations…by improvisation we mean ‘re-originating meaning’” (p. 576). This allows for a continuation of the lecture, learning and discussions of the material and opportunities for students to place meaning on the material.

Sustaining the in the Classroom

With Google Drive extensions, students are able to access several tools that are beneficial for learning and in anatomy and physiology, large amounts of content including terms and critical thinking are required with each chapter. The value and ability to sustain this tool will rely on observed improvements in student scores on quizzes and examinations and ascertaining its impact on student engagement. Discussing the usefulness of the tool and sharing with others how it helps students to overcome challenges in reading and comprehension, will help with the ‘sensemaking’ (Ford, Ford & D’Amelio, 2008, p. 373). Many of my students struggle with reading the anatomy textbook and have deficits in comprehension; therefore, this tool should be helpful in improving these deficits. If this tool provides the dynamic sharing and learning experiences that I believe it will, then it will be made a regular part of the course makeup and with continued use, improvements to the process will be ongoing.


Ford, J. D., Ford, L. W., & D’Amelio, A. (2008). Resistance to change: The rest of the story. Academy of Management Review, 33(2), 362–377.
Retrieved from the Walden Library databases.Lawson, T. J., Bodle, J. H., &

McDonough, T. A. (2007). Methods & Techniques: Techniques for Increasing Student Learning From Educational Videos: Notes Versus Guiding Questions. Teaching Of Psychology, 34(2), 90-93. doi:10.1080/00986280701291309

Valtonen, T., Havu-Nuutinen, S., Dillon, P., & Vesisenaho, M. (2011). Facilitating collaboration in lecture-based learning through shared notes using wireless technologies. Journal Of Computer Assisted Learning, 27(6), 575-586. doi:10.1111/j.1365-2729.2011.00420.x

Using Technology to Enhance College Teaching

I am interested in using Wikis (What I Know Is) to help students learn concepts in human anatomy and physiology because Wikis encourage meaningful learning. Further, Wiki’s can be used in a variety of ways that inspire problem solving and critical thinking. Wiki’s enable collaborations and provide tools for improving writing, understanding concepts and building projects through student interactions and creativity. Gomes and Sousa (2013) posited that active learning and social interactions in the construction of knowledge is the mark of the constructivist theory of learning and using ICT’s like Wikis can transform teaching and learning for today’s learners.

Wikis provide many powerful and useful benefits that support teaching and learning in our information-laden society. When teachers incorporate Wikis in student coursework, their students are exposed to multiple sources of information, which must be deciphered by these active learners through collaboration in the construction of a project (Gomes & Sousa, 2013). Depending upon the objectives of the course and assignment, when students engage in wiki forums, they experience opportunities for developing web (Gomes & Sousa, 2013) and peer and self-assessment skills (Su & Beaumont, 2010). Moreover, these activities help build communication skills and critical thinking and support the development of all higher order skills of Bloom’s taxonomy (Eggleston, 2010).   These important metacognitive skills include analyzing, synthesizing, criticizing, assessing, comparing and evaluating each other’s contributions to a group project.

I think my students will be responsive to the use of Wikis in my human anatomy & physiology course and I plan to use the tool to help them learn (1) joint classifications and (2) steps in a muscle action. In human anatomy, much of what needs to be learned consists of terminology, body parts, and physiological processes. Students are often overwhelmed by textbook presentations and readings. While models are used in the laboratory, students aren’t clearly organizing information using their own words instead of the longer multisyllabic words presented in the chapters and required readings. Possible challenges of incorporating Wikis might include being able to provide the necessary resources such as tutoring, training and assessing students to ensure effective participation and cooperation, and ensuring openness and integrity in the process.

With my typical large lecture class, the unchangeable physical class layout and a large number of terms and processes students must learn and understand, it is difficult, if not impossible, to effectively operate small group sessions. Generally, students are techno savvy but require directions, repetition and repeated experiences to learn. I think Wikis would effectively support learning anatomy and physiology through collaborative learning and social construction of knowledge. The completed projects can be used to help other students learn classes of joints and muscle action processes. To further engage students, I would advance the project to include concepts and processes in the nervous and cardiovascular systems. I could also enlist the help of techno savvy advanced students as tutors, trainers, advisors and monitors during the wiki co-constructing project. Further, by sharing and publishing the mnemonic devices as a helpful brochure for other anatomy and physiology faculty and students (at area institutions), this might deepen the commitment to participate.

Blogs, or personal online journals open to public evaluation (Eggleston, 2011), helped me to practice writing about technology resources for teaching and helped me to analyze and decipher the benefits of other important teaching technologies for today’s student. Educators use blogging to benefit learning in many ways; it fosters creating and sharing ideas and helps in developing writing skills. Further, the blogging process helps students to develop critical thinking skills through evaluating other blogs on the subject, with support and collaboration of peers (Morgan, 2015). Dr. Richard Van Eck (Laureate Education, 2011) encouraged educators to espouse processes that provide peer collaborations, building and solving problems as the heart of instruction. Drawbacks to using blogs are the limited threading and connecting of discussions and maintaining continuous communicative interactions between students in a course (Eggleston, 2011). Overall, blogs provide an excellent resource for becoming familiar with the ideas and writings of other fellow bloggers and can offer insight to topics outside the realm of the classroom discussion.


Eggleston, T. J. (2011). Selecting the right technology tool: Wikis, discussion boards, journals, and blogs. Professional and Organizational Development Network in Higher Education, Essays on Teaching Excellence, 22(5), 1-5. Retrieved from

Gomes, R., & Sousa, L. (2013). Teaching and Learning through Wikis in Higher Education. International Journal of Information and Education Technology, 3(6), 627.

Laureate Education (Producer). (2011). New and emerging technological trends for education [Video file]. Retrieved from

Morgan, H. (2015). Creating a class blog: A strategy that can promote collaboration, motivation, and improvement in literacy. Reading Improvement, 52(1), 27-31.

Su, F., & Beaumont, C. (2010). Evaluating the use of a wiki for collaborative learning. Innovations In Education & Teaching International, 47(4), 417-431. doi:10.1080/14703297.2010.518428


Technology Resources for Online Delivery

Technology resources associated with online learning that are available and provide benefits are (1) enhancing the online lecture through global connection capabilities via audio tape recordings or conferencing with experts, (2) 24-hour access to research resources via library connections across universities with intralibrary access spanning several campuses across the state, (3) high caliber collaborative group learning resources (4) access to interactive teaching and learning resources (5) Virtual Classrooms representing a model of teleprescence education (NCCU, 2015) operating through distance learning.

Through the Blackboard learning management system, I have had experiences with four of the five listed technology resources above. I have not yet used the virtual classroom for my online course but would like to be trained in using the on campus facility, which is an innovative educational experience, through a teleprescence room designed for fully immersive video collaboration. This virtual classroom connects 32 students at different locations, allowing the professor to see all 32 students from the virtual classroom location on campus (NCCU, 2015). The university offers faculty support in developing online courses. Support is available through Quality Matters (QM) where Distance Education provides monetary support, by paying for the coursework, and encourages QM professional development campus wide, and urges faculty to acquire certification for their online courses through QM. I am interested in certifying my online course through QM and have completed the first steps in that training process. I believe that the QM rubric provides a strong basis for developing an online course that exhibits alignment with the major components of the course. This helps both faculty and learner to engage in learner-centered goals of the course. 

To buttress faculty attempts, the university should expand pedagogical support to include course technology planners for F2F STEM disciplines, and provide online faculty assistance with collecting feedback from learners so improvement practices can be implemented in subsequent semesters. Dr. Simonson (Laureate Education, 2013) asserted that Distance Education will reach a critical mass soon and that to nurture and support educators is necessary in order to inculcate and widely adopt the growing practice of online education.  Faculty will need support transforming a course to online or even working towards that goal. Research has shown that blending online learning with face-to-face (F2F) instruction to be effective instructional programs to implement. According to recent experimental and quasi-experimental studies, Means, Toyama, Murphy, Bakia and Jones (2010) concluded that blended instruction has been a more effective approach than traditional F2F alone. Therefore, faculty should plan to first augment their F2F courses by adding a small segment of online coursework. This would be one step towards adopting online teaching practices.  


Laureate Education (Producer) (2013a). Distance education: The next generation [Video file]. Retrieved from 

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved from the U.S. Department of Education website:

North Carolina Central University (2015). Online newsletter. Retrieved from


Classroom Technology Resources and Professional Development

North Carolina Central University’s School of Education and Distance Education Departments offer a wide range of resources for both faculty and students. Most lecture classrooms are provided with Smart Board technology with Internet capabilities. With online course offerings increasing, distance education provides short courses on establishing content and connecting with students in all courses through the Blackboard Learn platform. Recently, phones were attached to computers so that phone messages appear in the person’s inbox for listening and responding to when away from the office. Faculty who wish to receive Quality Matters training can receive any level of online training by requesting the funds for taking the course(s). Faculty can also request Camtasia training and assistance with tape-recording lectures for online or posting to Blackboard by scheduling through Distance Education technology personnel. The College of Education offers an annual Technology Institute for Educators, (TIFE) to “address the need to effectively serve digital learners with modern technology and rich classrooms that present learner-centered pedagogy”(NCCU School of Education, 2016), where faculty can submit proposals and share techniques for teaching and learning at the annual meeting. The Biological and Biomedical Sciences Department has a set of clickers available for use by faculty. The institution’s vision and strategies are not quite clear when trying to pinpoint key goals and objectives for faculty and students.

I have comfortably utilized the Blackboard Learning Management System, but would like to expand and utilize more of the Blackboard tools in both the online and face-to-face HAP course. First, in the online class, I would like to develop the skill of video and audio conferencing. I would like to understand how to effectively use synchronous communications and podcasting. Effectively explaining concepts via audio, I think, would be a cogent way to augment student learning in the online course. It is important to make course content interesting and more user-friendly and to that end, I am interested in developing podcasts for both the laboratory portion of the course and certain difficult course concepts in the face-to-face lecture. In a large lecture course, podcasts would help to deliver explanations to students for understanding difficult concepts, outside of class. A study conducted by Vovides and Garrett (2010), found no statistically significant difference in learning and engagement existed between podcasts and text. This Educause study suggested that learner differences and/or characteristics determined if students benefitted from podcasting or not. In my efforts to help students, it is important to extend resources for learning. In a study conducted by Manochehri and Sharif (2010), there were two reasons for increased student use of technologies; ease of use and being autonomous in directing their learning were deemed helpful. Students desired to “control and manage the speed and scope of learning” (p. 31) through technology and this was regarded as influencing a positive learner attitude towards technology use.

Professional development offered by Quality Matters (QM) is an exceptional resource for improving professional practice in developing effective online teaching. Not only does QM offer courses for faculty and tools and resources for institutional improvement, they also offer support for instructional designers. A research library is available to QM subscribers that allows connecting with other faculty members or QM subscribers nationwide. The university should consider employing a technology design expert in the area of Science, Technology, Engineering and Math (STEM) to support faculty use of technology in the classroom and student advancement with mobile technologies. In my opinion, students aren’t conditioned to use their phones to support learning content nor for out of classroom learning, hence, the difficulty in directing students to use their phones as tools for learning. More research is needed to determine how best to use technologies for learning.


Manochehri, N.-N., & Sharif, K. (2010). A model-based investigation of learner attitude towards recently introduced classroom technology. Journal of Information Technology Education, 9, 31–52. Retrieved from the Walden Library databases.

North Carolina Central University, (2016). Retrieved from and

Vovides, Y., & Garrett, P. B. (2010). Technology and student learning: The impact of enhanced podcasts on student learning outcomes. Retrieved from



Teaching With Technology

Greetings. My name is Tyjuanna LaBennett and I am an Instructor of Human Anatomy and Physiology at North Carolina Central University in central North Carolina. In over 30 years as an educator, I have taught Biology, Genetics, Evolution, Microbiology and Human Anatomy & Physiology. I am thrilled to learn about blogging and to present this first blog for all interested parties to share, compare and dare to be creative with and about anything educational. Since investigating and viewing blogs online, I’ve found some interesting and insightful information. My goals in this EDUC 8081 course are to expand my knowledge of and use of instructional technology and devise ways to incorporate new technologies that provide students with substantial “out of classroom” learning opportunities. From developing student teams and class projects using technology, promoting learning communities through blogs and wiki’s to hosting conferences with groups of students, using a variety of technologies is the wave of the future. Effective teaching and learning can be improved with effective tools that promote discourse, reflection and improved text-based communications with students in our higher education lecture halls and laboratories. Please feel free to comment.