1. The document discusses the experiences of staff developers in preparing academics to integrate learning technologies into their teaching at Hong Kong universities. 2. Staff developers adopt a variety of approaches including workshops, consultations, and project-based support to meet the diverse needs of academics from different disciplines. 3. Effective approaches are flexible, practical, and involve faculty ownership, while organizational support also has a significant effect on preparing academics for technology integration.

1. Experience of staff developers when preparing for technology integration Dr Paula Hodgson Educational Development Centre, Hong Kong Polytechnic University, Hong Kong email: [email_address] This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License .

4. Technologies for teaching and learning 06/05/09 Free PowerPoint Template from www.brainybetty.com Technical applications Pedagogical applications Word PowerPoint The Web Information lit. Sequenced presentations Preparing notes Searching information Building learning community Mobile devices Evidence-based learning

5. Technologies for teaching and learning 06/05/09 Free PowerPoint Template from www.brainybetty.com Technical applications Pedagogical applications

8. Staff development approach for e-learning 06/05/09 Free PowerPoint Template from www.brainybetty.com University Managed Faculty/School Managed Structured Curricula Unstructured/ Experiential Curricula

18. Four key approaches 06/05/09 Free PowerPoint Template from www.brainybetty.com Discipline-specific face-to-face workshops Face-to-face or online courses, consultations (project), E-projects University Managed Faculty/School Managed Structured Curricula Unstructured/ Experiential Curricula Generic face-to-face or online workshop(s), Individual consultation(s) Informal sharing session(s)

19. Conclusion 06/05/09 Free PowerPoint Template from www.brainybetty.com When designing these activities, they need to be flexible, practical and appropriately timed. (McNaught & Kennedy, 2000). Research has shown that the effects of these professional development activities depend heavily on faculty ownership and involvement in the process. While preparing academics to enhance their teaching with e-learning technologies, support in the organizational environment – from the top and at the departmental level – has a significant effect. University Managed Faculty/School Managed Structured Curricula Unstructured/ Experiential Curricula