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ERIC Number: EJ775018
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1527-6619
Wikis and Podcasts and Blogs! Oh, My! What Is a Faculty Member Supposed to Do?
McGee, Patricia; Diaz, Veronica
EDUCAUSE Review, v42 n5 p28-30, 32, 34, 36, 38, 40 Sep-Oct 2007
The gaps between students' and faculty members' use of technology have widened. Many faculty members today have become so inundated with digital communications from students that it is not unusual for communication protocols and limitations to be specified in course syllabi. Most faculty members have home access to campus resources and use a course management system. But most evidence, though limited, indicates that faculty have not embraced and utilized technology to the same extent as students. Students live in a separate reality from faculty members, who are typically not motivated or rewarded by institutional incentives to change their practice. However, as higher education institutions struggle with limited budgets to support faculty and to move courses online, technology seems to change daily. Given the demands of teaching, service, and (for most) research, faculty are now expected to embrace learning technologies along with everything else, challenging the institution to help them make sense of what works and how to work it. In this article, the authors discuss some faculty members' instructional technology challenges. They also propose a multifaceted approach to the problem that involves (1) capturing current practices; (2) determining the needs, wants, and preferences of both faculty members and learners; and (3) carefully matching the pedagogical value of the tools as it relates to teaching and learning behaviors. Furthermore, they discuss the selection of an instructional technology for an institution and further offer some recommendations to assist in the selection process. (Contains 2 tables and 5 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A