IT Integration

The National Science Foundation defines "cyberlearning" as "the use of networked computing and communications technologies to support learning." The report of the NSF Task Force on Cyberlearning, Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge, A 21st Century Agenda for the National Science Foundation, identifies cyberlearning as having "…the potential to transform education throughout a lifetime, enabling customized interaction with diverse learning materials on any topic..."

The task force report identifies potential ways in which advanced computing and communications technologies might be leveraged to support learning, highlighting opportunities for further research. In it, the task force offers 5 recommendations for the NSF to pursue:

Surveying the university community taught us about the importance of the process as well as the survey results.

Using technology to improve teaching and learning is of interest to every faculty member. Faculty have many questions: How do I enhance interaction through visuals and media? How do I build community online? How do I engage the students online? How do I ensure the integrity of student work? What are the best approaches to providing feedback? How do I manage the workload? This presentation will review a collaborative approach to identifying and addressing the needs of faculty in using technology in a blended and online format.

Launched in January 2006, the Center for Teaching Excellence (CTE) at the University of South Carolina is located in the heart of campus in the Thomas Cooper Library. Enabling the wise use of new technologies to enhance student learning and providing synergy to campus teaching support activities through a systems approach are two of the CTE's five stated goals. To achieve these goals, the CTE created a new associate director position for teaching technology excellence.

In 2006–7 Durham Academy conducted a study to identify best practices of classroom technology integration. The site visit survey results showed schools that successfully use digital content in the classroom and allow students to access school information outside the classroom have built a foundation on three important components: virtual learning environments that manage course content and class functions, e-textbooks, and online resources (including access to digital library material). They also have developed infrastructure to support this foundation including hiring adequate tech support personnel, using division tech coordinators, offering organized professional development, and applying minimum usage standards.

Introducing pedagogy-supporting technology in higher education in Ghana requires rethinking institutional policies and lining up stakeholder support.

A new studio classroom inspired excitement and motivated productive feedback from early faculty and student users.

This session will present the planning, use, and assessment of our first flexible technology-enhanced classroom or learning "studio"—an immediately useful yet also provocative and experimental space. We will show how the completed space itself challenged our faculty and students to redefine what learning at UMSL could mean.