Are Zoom Lessons Overrated, and if so, what's the alternative?
by Eddie Landsberg, Ed.M
TPACK Framework
Virtually all teaching nowadays has some kind of technological element, but the bit question is whether the technology helps or hinders the course... is it a gimmick or an enhancement, and most importantly does it fit with you?
One useful tool in analyzing the role of technology in any lesson is called TPACK Framework, which attempts to balance technology with content (what to teach) and pedagogy (how to teach it) and helps educators consider other factors such as:
In relation to to this, there's one other framework that can also inform the use of technology. It's called SAMR. In this framework, we analyze how, in our lessons technology acts merely as a substitute or augmentation for something non-technological, or performs transformative roles such as modifying and redefining traditional teaching approaches. If the educational process in to embody excellence, this latter approach is essential.
Now, let's analyze zoom lessons, and see how far up the ladder they go... First, ZOOM itself is a technology, but it doesn't explain what the teacher knows, how how he or she is going to teach it, so here, we see the importance of SAMR in action.
One useful tool in analyzing the role of technology in any lesson is called TPACK Framework, which attempts to balance technology with content (what to teach) and pedagogy (how to teach it) and helps educators consider other factors such as:
- How can technology drive teaching methodologies
- How can technology enhance content
In relation to to this, there's one other framework that can also inform the use of technology. It's called SAMR. In this framework, we analyze how, in our lessons technology acts merely as a substitute or augmentation for something non-technological, or performs transformative roles such as modifying and redefining traditional teaching approaches. If the educational process in to embody excellence, this latter approach is essential.
Now, let's analyze zoom lessons, and see how far up the ladder they go... First, ZOOM itself is a technology, but it doesn't explain what the teacher knows, how how he or she is going to teach it, so here, we see the importance of SAMR in action.
https://www.scholarlyteacher.com/post/purposefully-incorporating-technology-into-the-classroom-using-the-samr-model
So let's consider what Zoom lessons do.
First, they are a technological substitute for in-person learning allowing for (real time) synchronous learning via vis communication with little lack and excellent video quality.
Substitution
Great tool! But where does it fall? Here, I'd say "S". It is simply a substitute for the in-person lesson, but as you'll see shortly, even in-person learning actually has flaws that technology, including Zoom, but combined with others can fix.
Augmentation
Zoom lessons can also be augmented with varying technologies, for example, files can be sent back and forth, It can also be integrated with various screen casting technologies and applications, for example, screen casting between a keyboard, a whiteboard and a video camera which allows for facial communication. Of course, these tasks still fall into the realm of more traditional classroom interactions (hand-outs, whiteboards, overhead projectors, etc.)
So where's the transformation?
It is here that Zoom lessons (depending upon the instructor) may have a a fatal flaw: in replicating the traditional one-to-one or even group classroom as well as they do, they also embody shortcomings of the traditional and miss the realm where technology can actually be used for purposes of improvement.
It is here that I make the case for asynchronous multi-modal learning. Here's an example of how it works....
We then arranged a short Zoom lesson for real time exploration of the new material.
.
I lot of learning has occurred here, wouldn't you agree, and quite a bit of technology has been used. Returning to TPACK; however, the technology was never used just because it is there are popular. Rather, it is always used to enhance learning or present content.
Let's parse the teaching journal above for used technologies within their applications and contexts...
And finally...
So what are some advantages to this approach?
First, experienced educators might recognize this as "flipped classroom" -- meaning, the real work and preparation is done outside the classroom, both by the teacher and the student. Class time is not wasted merely to conform to the dictates of a clock.
Second, it is objective based. The student is always learning something new and working on it. Unlike traditional lessons, the student is not presumed clueless each time something is taught, then forced to wait to go home to (hopefully) work on it.
Third, it is based on communication, interaction, feedback and mostly importantly, expectations of improvement.
Fourth, the student is constantly learning and creating something new. Above, the student was performing, working on timing and dexterity, mastering digital technology and ultimately even composing.
Fifth, there is always time and space for the student to ask for clarification, and for the teacher to spend time creating material suitable to the student's needs. No need to wait for the next lesson to hope that the student gets it.
While it is true that real time teaching and coaching still has its time and place, this method, with its learning objective/communication-centric approach demonstrates how technology redefines the role of teacher-learner communication and how educational time is no longer about simply spending time in a room together, it is working together to get better and better. Ironically, the result is greater togetherness, even though classroom time is actually reduced.
Of course, not all learners are the same. But, does this sound like an approach that would work well for you. If so, why -- if not, why not? I'm looking to hear your response!
First, they are a technological substitute for in-person learning allowing for (real time) synchronous learning via vis communication with little lack and excellent video quality.
Substitution
Great tool! But where does it fall? Here, I'd say "S". It is simply a substitute for the in-person lesson, but as you'll see shortly, even in-person learning actually has flaws that technology, including Zoom, but combined with others can fix.
Augmentation
Zoom lessons can also be augmented with varying technologies, for example, files can be sent back and forth, It can also be integrated with various screen casting technologies and applications, for example, screen casting between a keyboard, a whiteboard and a video camera which allows for facial communication. Of course, these tasks still fall into the realm of more traditional classroom interactions (hand-outs, whiteboards, overhead projectors, etc.)
So where's the transformation?
It is here that Zoom lessons (depending upon the instructor) may have a a fatal flaw: in replicating the traditional one-to-one or even group classroom as well as they do, they also embody shortcomings of the traditional and miss the realm where technology can actually be used for purposes of improvement.
It is here that I make the case for asynchronous multi-modal learning. Here's an example of how it works....
- On Sunday, my student posted his (or her) assignment (*I'll stick with his from now, since I'm thinking of a particular student), a 3 minute clip to YOU TUBE (set to private) working on a project or piece from the previous week.
- The student had posted several drafts to the piece through the week. I offered feedback, and at one point when a little confusion arose, so we texted back and forth a bit using messenger. We even wrote some stuff out using Finale, which I taught the student how to use several months back. .
- Reviewing the piece posted Sunday, I found that the student had absorbed the contents of the previous lesson, but was ready to build upon it with something more rhythmically complex, so on Monday I posted a private video of me playing a slightly different type of line and an e-mail explaining key concepts. I also offered some solo line ideas, a few aimed at challenging the dexterity of the student. The student agreed too work on it and check in sooner if necessary if any problems arose.
- A few days later, I noted that the student had the basic concept down, but was having problems with his/her timing, so I created a short etude and sent it via a MIDI file, and suggested the student work on that a bit, then apply it to the original assignment.
- By the end of the week, the student was able to absorb the new material, so for the next assignment, I sent the student a play-along track (with just a drum part), and asked the student to record a YouTube video playing along with it. I also sent an e-mail explaining how I put the track together and challenged the student to create his own play-along on GarageBand, then use it to create a piece on the new material, complete with a three bar solo.
We then arranged a short Zoom lesson for real time exploration of the new material.
.
I lot of learning has occurred here, wouldn't you agree, and quite a bit of technology has been used. Returning to TPACK; however, the technology was never used just because it is there are popular. Rather, it is always used to enhance learning or present content.
Let's parse the teaching journal above for used technologies within their applications and contexts...
- YouTube (student side)
- Text Messaging
- Finale (to jot stuff down and interactively correct it)
- File Transfer
- YouTube (instructional videos on my end)
- GarageBand (to create a play-along file)
- GarageBand (to play-along by student.)
- GarageBand to create a new composition
And finally...
- Zoom
So what are some advantages to this approach?
First, experienced educators might recognize this as "flipped classroom" -- meaning, the real work and preparation is done outside the classroom, both by the teacher and the student. Class time is not wasted merely to conform to the dictates of a clock.
Second, it is objective based. The student is always learning something new and working on it. Unlike traditional lessons, the student is not presumed clueless each time something is taught, then forced to wait to go home to (hopefully) work on it.
Third, it is based on communication, interaction, feedback and mostly importantly, expectations of improvement.
Fourth, the student is constantly learning and creating something new. Above, the student was performing, working on timing and dexterity, mastering digital technology and ultimately even composing.
Fifth, there is always time and space for the student to ask for clarification, and for the teacher to spend time creating material suitable to the student's needs. No need to wait for the next lesson to hope that the student gets it.
While it is true that real time teaching and coaching still has its time and place, this method, with its learning objective/communication-centric approach demonstrates how technology redefines the role of teacher-learner communication and how educational time is no longer about simply spending time in a room together, it is working together to get better and better. Ironically, the result is greater togetherness, even though classroom time is actually reduced.
Of course, not all learners are the same. But, does this sound like an approach that would work well for you. If so, why -- if not, why not? I'm looking to hear your response!
