Created by
Mark Morton (University of Waterloo) on March 15, 2006
In October of 2005, I emailed about forty individuals who have expertise in faculty development as it pertains to instructional technologies. In my email, I asked them this question: in a workshop or training program that's designed to help instructors learn to use online technologies in ways that promote active, student-centered learning, at what point should those instructors actually be introduced to the technology? That is, should one discuss the technology before discussing the pedagogy, or should one discuss the technology after discussing the pedagogy, or should one blend together the discussions of technology and pedagogy in an iterative manner? As it turned out, there was a clear consensus among the 37 individuals who responded to my query; I discuss that consensus in the attached PDF, which comprises a synthesis of the responses as well as an appendix that includes all of the responses in their entirety. -- Mark
PS I've replaced the original PDF, which wasn't opening in all versions of Acrobat. It now should open in any version. -m
