Faculty Spotlight: Anne Jewett

"Relationships, simplicity, and consistency matter more to me than the newest tool."

Dr. Anne Jewett is a professor in the School of Education and Human Development. She directs the M.Ed. in curriculum and instruction program while also teaching and advising students in the Ed.S. and Ed.D. programs in curriculum and instruction. She has experience as a teacher, school administrator, curriculum specialist, and community college instructor across pre-K through graduate-level contexts.

In this conversation, Anne shares her perspectives on integrating technology into the classroom, an approach that has become a defining feature of her teaching.

Which learning technologies have had the biggest impact on your teaching, and how have you used them to enhance student learning?

Over the years, I have taught with a variety of learning management systems. I have tried to leverage their tools and capabilities to support student learning. While the technology has evolved, one practice I consistently revisit is creating short videos to help clarify difficult concepts, model instructions, or offer feedback. They are efficient to develop, can be updated or reused over time, support interactive engagement with embedded commenting or questioning, and add a personal touch that helps strengthen my presence within the online classroom.

Could you share a memorable example of a time when one technological tool transformed a learning experience in one of your courses?

As an instructor in the asynchronous online modality, I wondered: How can I create authentic discussions when students aren’t online at the same time? My solution was to leverage technology to create Book Clubs. I integrated (years ago) Flip, then transitioned to VoiceThread to create a learning environment for authentic conversations with discussion initiators in small groups. VoiceThread allows students and me to share our thoughts through video, text, or audio. I use student feedback to create structures supporting deeper, more meaningful engagement.

When you’re considering a new technology for your courses, what steps do you take to determine whether it’s the right fit for your students and learning goals?

I begin with the learning goals rather than the technology itself. I ask how a technology tool may enhance student learning, accessibility, engagement, feedback, or another aspect of the course design. I also value collaboration with our school’s Learning Design and Teaching Innovation team. Their expertise helps me think through implementation aspects such as ease of use, integration, and privacy.

Before adopting a technology tool more broadly, I tend to pilot it in a small, low-stakes way and gather feedback from students and colleagues. Finally, and perhaps most importantly, I consider sustainability. For me, the goal is to adopt technology tools that are practical, manageable, and effective over time, enhancing the course and supporting the learning goals rather than becoming unnecessary distractions or burdens.

How have you used technology to help create a more accessible or inclusive learning experience for your students?

Accessibility and belonging are central components of my approach to course design. Whether I’m brainstorming new ideas or creating course content, I consider Universal Design for Learning principles and accessibility standards to guide my decision-making. I use UVA-approved technologies to create captions and transcripts for videos, provide students with multiple ways to demonstrate their learning, rely on Canvas’s built-in accessibility features (such as UDOIT), and intentionally develop predictable and intuitive module designs throughout courses. I’m always thinking about ways to use technology to build relationships with students who may be navigating different schedules, life demands, and responsibilities.

What’s one piece of advice you’d give to colleagues who want to integrate technology into their teaching?

My advice is to establish an approach for technology integration and remain flexible as technologies change. While the technology I use has changed over my career, my efforts are guided by these principles:

• Learning-focused: I prioritize the learning goals and student learning outcomes rather than the technology.
• Incremental and iterative: I introduce technologies gradually and use each semester as an opportunity to reflect, refine, and improve. I consider technology integration an ongoing cycle rather than a one-time event. For example, while teaching in the fall, I am identifying “lessons learned” and planning changes or tweaks to implement in the spring semester.
• Student-centered: For me, the aim of integrating technology is to decrease barriers rather than adding confusion or unnecessary complexity. To support student success, I often create video walkthroughs, share how-to guides, and provide annotated templates. Relationships, simplicity, and consistency matter more to me than the newest tool.