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LaVonne M. Grandy, M.Ed.
TECHNOLOGY INTO THE CURRICULUM
Promoting Faculty Self-Assurance and Creativity
ingenuity, creativity and
TEACHING TOOLS VS. MEETING GOALS
We should encourage
the use of innovative
We should help faculty
about technology and
We should guide faculty
in the ways that they use
LEARNING BY DESIGN
We should involve faculty in projects where they
work together to solve authentic learning
focus on meeting specific learning challenges
rather than on using a certain set of tools
Expose them to several technologies,
Allow them to assess their usefulness, and
whether to include some of them in their
FACULTY LEARNING COMMUNITIES
should bring faculty together to share
their collective experiences and their
reflections about what is or isn’t working
in the classroom
Create an environment where new
options can be explored and peers can
support and motivate each other.
FACULTY LEARNING COMMUNITIES
Short workshops could be used to expose
faculty to easy-to-use technologies that might
not be used immediately, but may be
implemented later when an instructional need
arises or might be shared with a colleague
“Testimony” from a faculty member about the
effectiveness of a particular technology can
help diffuse and spread a culture that
FACULTY LEARNING COMMUNITIES
should be done on the
impact of technologies on student
Share the data with colleagues
Outgrowth includes: a Pool of
Ideas, Idea Seeding, Best Practices
PEDAGOGICAL PROBLEM SOLVING
We need to regress from the technologyfocused programs. What is needed is the
creation of transformative learning experiences
for teachers who would engage in pedagogical
problems-solving and discovery
We need to create collaborative working
environments where their needs are listened to
and solutions suggested according to variables
in their teaching contexts.
AUTHENTIC FACULTY TRAINING
Faculty may feel that traditional training given by a
trainer is not in tune with what they need but is only
trying to train them to use tools.
Current research shows that the most effective training
occurs when it incorporates peer-to-peer training
Recommendations include small, departmental
groups with trainers who understand the learning
process and are familiar with pedagogical strategies
We should make technology training options as
available as possible using newsletters, campuswide forums, and just-in-time resources
FROM AWARENESS TO USE
should move faculty to share their
knowledge and their
content/products and the research
on those artifacts.
To facilitate the transition from teachercentered approach to one that is more
learner centered faculty development
must evolve from simply teaching about
software to “training faculty how to use
the software in a learning environment”
CHARACTERISTICS OF TECHNOLOGY
Relative advantage – the degree to which a faculty member
perceives a new technology as superior to existing methods.
Perhaps best explained by a peer?
Trialability - can a faculty member learn how to use a
technology quickly and implement a trial. Can they “test drive”
it? Perhaps a peer could demo what they have done or
share a resource so the faculty could judge whether or
not to invest time in learning a technology.
Observability – the ease, by which the technology can be
observed, imagined or described to a potential user.
Complexity – difficulty to understand or use? Often perceived
as harder than it is. Faculty peers can ease fears.
Compatibility – does it fit in with faculty values or philosophy?
Will it assist him/her in achieving goals?
individual’s belief of their
capabilities to us technology
in the course
EFFECTIVE TECHNOLOGY TRAINING
Must be hands-on, systematic and on-going.
Additionally it must address a variety of
models, approaches, needs, schedules and
Showcases where faculty could demonstrate
their use of technology
Seminars where interested faculty could
discuss issues surrounding technology
STEPS TO INTEGRATION AND BEYOND
Utilization is second.
Integration is third.
Reorientation and finally
STEPS ON THE PATH TO ADOPTION OF
Innovators are the first group to adopt technology.
Little faculty development is needed for them
Next is early majority. They will adopt
innovation based on the recommendation of
Forth is the late majority. They will earn and
apply new technology but only if it is required
or makes their immediate work more efficient. *
The laggards are the final category.
Certain subject areas are most likely to profit from
high-volume of students
standardized content, and
well defined outcomes
New technologies have created learning
opportunities outside of the classroom by
removing time and space dependencies
Technology can improve the quality of
instruction by concentrating talents and efforts
on developing instructional materials used by
INSTRUCTIONAL TECHNOLOGY CENTER
A facility where faculty can work with staff to
evaluate the technology,
Work hands-on with support for questions and/or
A place where faculty can come to hear from other
A place (both real and virtual) where ideas are
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