ERIC Number: ED429492
Record Type: Non-Journal
Publication Date: 1998-Dec
Reference Count: N/A
Teaching and Technological Innovation. IHE Perspectives.
This essay discusses the effects of technological innovation on instructional innovation. It is noted that the impact of technological innovation in instruction is cushioned by inherently conservative forces in academe, including the incentive-and-reward system that rewards research over teaching as well as the reluctance of many faculty to adopt such technology. Programs at the University of Georgia and those of the Georgia Governor's Teaching Fellows Program are reviewed as examples of initiatives that support the innovative use of technology in the undergraduate classroom. The effects of learning theory on technological innovation over the last several decades are also reviewed. It is argued that while there is no best way for all students to learn, and there is no single method, process, or technique that is best for all teachers, the improvement of undergraduate education would benefit immensely from a more effective blending of learning theory, teaching practices, and the innovative uses of technology. (Contains 12 references.) (MDM)
Descriptors: College Faculty, College Instruction, Educational Attitudes, Educational Improvement, Educational Technology, Educational Theories, Higher Education, Instructional Innovation, Program Descriptions, Teacher Role, Teaching Methods
Institute of Higher Education, Candler Hall, University of Georgia, Athens, GA 30602-1772; Tel: 706-542-3464; Fax: 706-542-7588; Web site: http://service.uga.edu/ihe/
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Georgia Univ., Athens. Inst. of Higher Education.
Identifiers - Location: Georgia