One of the most valuable takeaways from this course has been understanding the importance of matching the right technology tool with the right teaching function. Early on, I thought simply having access to tools like PowerPoint or Zoom was enough—but I’ve learned that it’s not just about using technology, it’s about how and why you use it.

For example, I used to deliver long lectures via recorded PowerPoint slides. Students would zone out, and engagement was low. After learning about the importance of interactivity and brevity, I started breaking content into short 5–10-minute voice-over segments and embedded reflection questions throughout. The difference in participation and understanding was huge. Students reported that the shorter videos helped them focus, and the embedded questions kept them thinking critically.

I’ve also started using wikis for group projects. Instead of endless email chains and confusion about who did what, students now collaborate directly in a shared space. It’s transparent, interactive, and much easier to track contributions for grading purposes.

A challenge I faced was adopting screen capture software for tutorial-style feedback. It was intimidating at first, but once I recorded my first “walkthrough” of how to format a reference page in APA, students loved it. Now I use it regularly to clarify difficult tasks.

My tips:

Don’t try to use every function in a tool—use what fits your course goals.
Start small: test one new tool at a time.
Ask for student feedback often. They’ll tell you what’s working (and what’s not).
Be flexible—some tools you intended for one thing might end up being great for another.
This course has helped me shift from just using tech to strategically integrating it—and that’s a game-changer. I encourage everyone here to experiment, reflect, and don’t be afraid to revise your approach.