NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ799776
Record Type: Journal
Publication Date: 2007
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1528-5324
Think Small! A Beginner's Guide to Using Technology to Promote Learning
King, Beverly R.
EDUCAUSE Quarterly, v30 n1 p58-61 2007
Technology has made available to teachers and students a broader array of tools than ever before to enhance fundamental goals of education, including critical thinking, problem solving, and communication. While some educators have enthusiastically embraced these tools and continually seek ways to enhance student learning through their use, others are more hesitant. In a recent survey of California community college faculty, a majority said they use e-mail and the Internet, but fewer than half reported using technology in other ways to improve teaching and learning, such as developing instructional units that require students to use the Internet, using computer tutorials, or maintaining a Web site for a class. The two most frequently given reasons why more faculty do not use technology to improve teaching and learning are lack of time and lack of skills. This article targets the faculty member in higher education who is relatively inexperienced in the art of teaching with technology or who has been frustrated in previous attempts because of the overwhelming number of options available. In contrast to the common U.S. notion to think (and live) large, the author recommends to "think small." She suggests that to increase the use of technology in teaching, faculty should be given examples of successful strategies and encouraged to take incremental steps to achieve similar successes. (Contains 2 endnotes.)
EDUCAUSE. 4772 Walnut Street Suite 206, Boulder, CO 80301-2538. Tel: 303-449-4430; Fax: 303-440-0461; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California