-
Common Culture Created/supported/enhanced By The Academic Library On Campus
CHAPTER ONE -- [Total Page(s) 4]
Page 2 of 4
-
-
-
Four Key Strategies to Help Faculty Rethink Pedagogy Using Technology
This
kind of research on learning and on adoption of technology can inform
the design of campus programs to support faculty in rethinking pedagogy
and using technology in ways that make a significant impact on student
learning. For the past nine years, Duquesne University has been
developing a comprehensive, campuswide program to reach this goal. The
following sections describe four key strategies of Duquesne�s program
and the principles that underlie them, providing examples of ways the
strategies have been implemented at Duquesne.
Encourage faculty to
learn about the successful use of educational technology by colleagues
at their university and by colleagues within their discipline around the
globe.
Creating opportunities for faculty to learn about successful
uses of educational technology on their own campus facilitates
communication with adopters (a social variable identified by Marcus as
important in promoting adoption of technology). Faculty can discuss the
impact of technology on student learning and motivation, the amount of
work required to develop and implement applications, and the perceived
value. Faculty are often able to make the conceptual leap required to
see how a colleague�s use of technology might apply in their own
discipline (for example, a historian might easily envision how a
philosopher colleague�s use of computer conferencing might be
adapted). Clearly, however, there are disciplinary differences that make
it difficult to see how particular uses of technology could be
transferred (for example, a chemist might doubt that the philosopher
colleague�s use of computer conferencing would be useful in learning
physical chemistry). For this reason, it is quite helpful to create
opportunities for faculty to learn about technology use by colleagues
within their discipline at other institutions (for example, the chemist
might easily be persuaded that a symbolic and numerical software program
such as Mathcad would enhance learning in physical chemistry).
During
the past nine years, Duquesne�s computing center and faculty
development center have partnered to provide a wealth of opportunities
for faculty to learn about the ways in which colleagues at Duquesne and
elsewhere have used technology to improve student learning:
CHAPTER ONE -- [Total Page(s) 4]
Page 2 of 4
-
