The fifth principle is increasing 'time on task.' " Time plus energy equals learning," wrote Chickering and Gamson. Technology can play several, very different roles:

Creating materials and processes that attract students to spend more time in their studies,
Reducing wasted time (e.g., commuting time, standing in lines, waiting for books), and
Helping communicate to students how much time and energy you and your institution expect them to invest in their work. In what ways has technology been used in your courses or at your institution that, directly or directly, results in students spending more time and energy in their studies?

The Impact of Online Assignments on the Timing of, and Time Taken by, Homework

Computer Tools Can Sometimes be Used to Do the Work Faster

Efficiency in Discussion (see also "1. Faculty-Student Contact")

Other Ways of Saving Classroom Time

Saving Commuting Time

Electronic Reserves

Helping Students Plan their Use of Time

If the Material Helps a Student Learn Faster and Better, It Can Save Time

Building 'Pacing' into Materials and Assignments

Laptops

Institutional Practices That Avoid Student "Down Time"

Student Time is Limited, like Faculty Time, So…

P.S. Technology Sometimes can Save Faculty Time, Too

Principle 6. Ideas for Using Technology to Communicate Higher Expectations

The sixth principle is "communicates high expectations.' "High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated." Expectations are communicated not only by what students hear you say but also by the nature of assignments. In what ways has technology been used in your courses or at your institution that, directly or indirectly, communicated high expectations to all your students? If you have an idea you don't see here, and would like to share, please describe it in a few sentences and email it to Steve Ehrmann; let us know if we can also post your name and e-mail so readers can contact you.

Explaining Assessment Standards Can Communicate High Expectations (see also "4. Prompt Feedback")

Using Rubrics to Communicate High Expectations

Learning Contracts

Finding a Meaningful Audience Can Communicate High Expectations

Real World Standards Can Communicate High Expectations, Especially If Articulated with Curriculum and Internal Assessment

Accountability for Getting the Materials

Using Faculty-Student Contact (Principle #1) to Communicate High Expectations

Using Other Students to Communicate High Expectations

Using Librarians to Communicate High Expectations

If Technology Enables Students to Do More, Expectations Can Be Increased

Use Materials to Communicate High Expectations

Using Equipment and Infrastructure to Communicate High Expectations

High Expectations Apply To Process as Well as Outcomes

For Distance Education, Setting High Expectations in Orientation Meetings

Principle 7. Ideas for Using Technology in Ways that Support Diverse Student Talents and Ways of Learning

The seventh principle is 'respecting diverse talents and ways of learning.' Students are different from one another. In different ways, each of them needs "the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in new ways that do not come so easily." In what ways has technology been used in your courses or at your institution that, directly or indirectly, help all students learn despite their differences and/or in ways that take advantage of their differences? Have you had success with a technique or tool you don't see here? something a few other faculty would love to hear about? Please tell us about it. You don't need to be the first - just the first to share the idea. PS. We've written a short article summarizing techniques that faculty can use with technology in order to recognize, respond to, and even take instructional advantage of the many differences among students.

Assignments that Give Students a Choice

Sometimes, Even a Choice Not to Come to Class

Disabilities

Flexibility in Time

Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources

Some Students Learn Better If They Do "It" First and then Learn About "It"

Helping Students Identify Their Own Strengths and Weaknesses

Tailoring Resources to an Unusual Group of Students

A Mix of Communication Media Can Open Conversation to More Kinds of Students

Dealing with Differences

Helping students learn from their differences

Some materials and forms of assessment may be more open to students of varied talents than are others