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ERIC Number: EJ836128
Record Type: Journal
Publication Date: 2008-Jun
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1553-7544
Motivate!
Villano, Matt
Campus Technology, v21 n10 p36-38, 40, 42 Jun 2008
Mary Jo Garcia Biggs never really considered herself much of a technophile. Sure, the assistant professor at Texas State University-San Marcos knew her way around a web page, but for years, she was painfully aware of all of the technologies she didn't know much about. More times than not, the limitations of her knowledge frustrated the heck out of her. But everything changed in 2005. As a faculty member in Texas State's School of Social Work, Biggs was eligible to participate in the institution's annual two-week Technology Integration Workshop. From 9:30 am to 4 every afternoon, Biggs and 14 other "students" learned everything from how to master PowerPoint, to how to get the most from videoconferencing. Biggs says she also mastered the basics of developing an online class. Texas State is not the only school inspiring faculty to increase their tech savvy. Across the country, a growing number of colleges and universities are offering similar programs and stipends designed to incent educators to embrace technology. The thinking behind most of these programs is simple: By offering educators an immediate motivation to embrace technology, colleges and universities hope to ensure that their best teachers will implement the latest and greatest technologies, and innovate with them, to bring new levels of learning to their students. In other words: Everybody wins. In fact, incentive programs come in many different flavors and run the gamut from educator workshops to investments in tech incubator classrooms, grants, and more. Whatever the strategy, one thing is certain: Incenting tech savvy is one way to keep curriculum moving full tilt toward Education 3.0.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A