Time efficiency also increases when interactions between teacher and students, and among students, fit busy work and home schedules. And students and faculty alike make better use of time when they can get access to important resources for learning without trudging to the library, flipping through card files, scanning microfilm and microfiche, and scrounging the reference room. For faculty members interested in classroom research, computers can record student participation and interaction and help document student time on task, especially as related to student performance. Good Practice Communicates High Expectations Expect more and you will get it. Expecting students to perform well becomes a self-fulfilling prophecy.
New technologies can communicate high expectations explicitly and efficiently.
Significant real-life problems, conflicting perspectives, or paradoxical data sets can set powerful learning challenges that drive students to not only acquire information but sharpen their cognitive skills of analysis, synthesis, application, and evaluation. With technology, criteria for evaluating products and performances can be more clearly articulated by the teacher, or generated collaboratively with students. General criteria can be illustrated with samples of excellent, average, mediocre, and faulty performance. These samples can be shared and modified easily. They provide a basis for peer evaluation, so learning teams can help everyone succeed.