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INTEGRATION & CONSISTENCY IN CAMPUS TECHNOLOGY

Submitted by BNCAdmin on Fri,02/14/2014-09:37

As technology begins to increasingly occupy institutions of higher education, professors need to be prepared to use the technology that facilitates learning in their classrooms. According to the most recent annual survey by the Campus Computing Project, almost 80 percent of senior technology administrators at college campuses across the country believe that their top concern for the next couple of years is assisting faculty in integrating new classroom technologies.

Many key campus technology challenges are not about the technology itself, but rather the underlying difficulties in getting more faculty members to use digital resources. Training, user support, infrastructure, recognition and reward, and evidence of benefit are all important issues that must be addressed.  “The instructional integration of IT, user support, mobile computing, online education, and leveraging IT for student success are all service issues that support larger institutional goals and priorities,” said Kenneth C. Green, founding director of the Campus Computing Project.

Although IT departments have concerns about the training offered to faculty, the recent ECAR Study of Undergraduate Students and Information Technology, 2013 showed that 66 percent of students believe most or all of their instructors have adequate technical skills, and 67 percent say they use the right kind of technology and use it effectively.

However, undergraduates still wish their professors would use certain digital products more, and that instructors would have more training in effectively using campus-wide software applications. Students are most interested in having access to course materials inside and outside of the classroom and in integrating use of their digital devices, such as laptops, in class. Almost three quarters of the students want instructors to use lecture capture more, and 60 percent want to see more use of their school’s CMS or LMS. Almost all institutions have a CMS in place, but most professors only use the basic features. Students also express an interest in the uniformity of instructors’ CMS use. A study respondent said, “I think instructors need more training when moving to a new platform. In all three of my classes this semester [each of my instructors] handled [the CMS] differently.”

Administrations across the country must work to ensure faculty members receive the training needed to use the digital tools provided on campus. Additionally, programs such as the new Software PhD website, where users can rate education software from various vendors, will allow administrators and faculty to choose the best technology for their school. Academic librarians are leaders in digital information, and a great resource for faculty to build confidence when learning new tools or programs. Professors can also take an active role in learning from their students, to see how they use technology and how to best help them navigate digital media for learning.

TECH-SAVVY COLLEGE STUDENTS OF TOMORROW

Submitted by BNCAdmin on Tue,02/04/2014-10:01

Who are the college students of the future? They are the young, technophilic, elementary, middle and high school students who are constantly engaged with computers, cell phones and tablets that give them immediate gratification; and they want those tools to be used in their classrooms. 

Children today are being raised in a much different world than that of their teachers and professors. According to a study by Internet security company AVG, 92 percent of children have an online presence, mostly in the form of baby pictures, before they are two years old. “Outside of school, our children are bombarded with digital input- and they have been since the day they were born,” says Peggy Sheehy, an instructional technology facilitator at Suffern (NY) Middle School. Younger students today are “digital natives.”

A study by the Kaiser Family Foundation found that children, ages 8 to 18 years old, spend on average about 7.5 hours per day, outside of school, using some form of media. Much of this time is spent “media multi-tasking,” where they might write a research paper, text with a friend, and listen to music all at the same time. These students are active learners who thrive on immediacy and continuity, and they expect classrooms to be structured in a way that is engaging and creative. “I’m an entertainer. I have to do a song and dance to capture their attention,” said Hope Molina-Porter, an English teacher at Troy High School in Fullerton, California. Researchers believe it is the endless use of technology by young people that can lead to lower attention spans, and a constant need to switch tasks.

Students may be distracted by technology outside of the classroom, but they are also using it to take a more active role in learning, and it can create a more entertaining and interactive environment in the classroom. “Technology, from my perspective, has created an opportunity for students to use new digital-media resources to express themselves in ways that earlier generations could never have imagined,” said Julie Coiro, a professor of educational psychology at the University of Rhode Island.

Current middle and high school teachers are already using technology on a daily basis in the form of educational video games or the use of cell phones and laptops in the classroom. In a PEW Research Center study, 73 percent of Advanced Placement and National Writing Project teachers said their students used cell phones in the classrooms or to complete assignments. When these young students graduate and begin their college careers, they will expect the continued use of technology to enhance their learning experiences.

The desire for new ways of teaching can already be seen with current college students, who are beginning to reject the typical university lecture. “With modern technology, if all there is is lectures, we don’t need faculty to keep doing them,” said Joe Redish, a professor of physics at the University of Maryland. “They can do it once and put the video on the Web.” Redish believes lecturing is not the most effective teaching method, especially with information so easily accessible, and is working to change the way college classes are taught. Professors all over the country have begun to find new ways to bring creative learning platforms and technology into the college classroom to engross students. Teaching concepts such as peer instruction, authorship learning and blended or flipped classrooms have all been able to grab the attention of otherwise apathetic students.

The use of computers and other technologies continues to increase exponentially, and the students of tomorrow will benefit from college professors who can create engaging classes that ensure students are prepared to use technology correctly and efficiently as a tool to assist in, rather than replace, higher education.