Faculty; Instructional Technologies; Articles, Papers, and Reports; and Faculty Development
The Tablet PC For Faculty: A Pilot Project
| Title: | The Tablet PC For Faculty: A Pilot Project (ID: CSD4472) | | Author(s): | Rob Weitz (Seton Hall University), Bert Wachsmuth (Seton Hall University), and Danielle Mirliss (Seton Hall University) | | Origin: | Contributed by Organizations or Campuses (2006) | | Type: | Articles, Papers, and Reports | | Abstract: | This paper describes a pilot project with the purpose of evaluating the usefulness of tablet PCs for university professors. The focus is on the value of tablets primarily with respect to teaching and learning (and not for research or administrative work). Sixty-four professors, distributed across the various schools of a university, were provided with tablet PCs and were trained in their use. A survey was distributed to the participants at the end of the semester. There were 59 respondents, and of these 45 used the tablet in at least one of their classes. This paper describes the pilot project and the survey results. We observed that a) only a fraction of faculty are motivated to use tablet technology: roughly a third of faculty expressed an interest in replacing their notebook computer with a tablet computer and b) generally, participating faculty did indeed use tablet functionality in their classes and were convinced that this use resulted in a meaningful impact on teaching and learning. | | View this resource: | |
ELI Innovations & Implementations - Instructional Development Initiative (IDI)
| Title: | ELI Innovations & Implementations - Instructional Development Initiative (IDI) (ID: ELI5004) | | Origin: | Contributed by EDUCAUSE Learning Initiative (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | In 1993, the Virginia Polytechnic Institute and State University launched the Instructional Development Initiative (IDI), using technology to foster curricular and pedagogical innovation. IDI set in motion a series of carefully managed investments, resulting in a suite of high-profile, campus-wide professional programs for faculty and staff. As a result, Virginia Tech has been recognized nationally for its achievements in engaging faculty in the sharing of successful strategies; expanding the range of active learning experiences available to students; providing a replicable model for other institutions; and managing resources while supporting innovation in an era of continual budget constraints.
ELI's Innovations & Implementations series highlights innovative teaching, learning, and technology practices in higher education. Each Innovations & Implementations piece provides a practical overview of an innovation, focusing on its significance and implementation issues. Use Innovations & Implementations to explore innovative practices that might be of value to your institution. | | View this resource: | |
Transforming Teaching in a Technology-Enabled Learner-Centered
World: True Enterprisewide Change Requires Faculty Development, Support, and Rewards
| Title: | Transforming Teaching in a Technology-Enabled Learner-Centered
World: True Enterprisewide Change Requires Faculty Development, Support, and Rewards (ID: NLI0351) | | Author(s): | Wendy Rickard | | Origin: | Contributed by EDUCAUSE Learning Initiative (2003) | | Type: | Articles, Papers, and Reports | | Abstract: | Higher education administrators must understand the challenges presented to faculty by the revolutionary changes being made by the new teaching and learning technologies and by the pressures created by the new students entering the academy. Faculty vary considerably in both their abilities and their attitudes toward the new technologies and institutionally-based attempts to engage the faculty must take these variations into account in order to be successful.The NLII has looked at some strategies that administrators can use to successfully engage faculty and to effectively transform teaching and learning using technology.
This article highlights five approaches presented at the NLII annual meeting in New Orleans which addressed faculty engagement and development, presenting case studies and findings to help guide institutional leaders in their understanding of the complex nature of faculty attitudes, motivations, cultures, and abilities.
A summary of NLII resources and activities (past, present and planned) on Faculty Engagement is also provided. | | View this resource: | |
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