The fact is, digital technologies have already changed your classroom: your students use sites like Rate Your Professor to choose courses; your administration may insist you use a Learning Management System (LMS) like Blackboard or Moodle to submit...
Andreas Kuswara's insight:
the original title was technology that derail the lecture, i probably won't use such splashy title, but the article does put forward several ideas and suggestions, practical ones i might say, in using technology to reach beyond what your classroom lecture can afford you.
This can be done to extend the classroom lecture, allowing you to bring in content from outside, from 'the real life', into your classroom to enrich the lecture or make it more relevant. The article also suggests to deploy technology in the classroom lecture to add feedback channels or back channels to increase students interactions. they all seems to share a common theme though, which is to entice students to participate and be engaged. with the unit, with the learning, with each other and with the academic. A discourse, critical scholarly one, correspond to learning quality, and technology seems to be - if used properly - well position to allow that to happen. This is, after all, the very definition of web 2.0 which highlight social aspect of the internet. But if this is the prime benefit of using technology, not many have been thinking the use of technology in their classroom for this purpose.
Many still think internet based technology, as a medium or distribution mechanism to feed documents and media files to students. "Can i put my files in the LMS for students to download". Which is not wrong, but barely scratch the surface of what the internet based technology (and mobile technology) can do to our classrooms and lectures.
Maybe it got something to do with academics being concern about what content to deliver to students, thus the content centred design leads to delivery minded technology adoption; as our perceived affordance of a tool will mainly (if not entirely) dictated by our perceived needs. If we think more about what collaboration students need to do, then a whole different set of affordances can emerge before our eyes.