Vol. 20, No. 3
Oct. 5, 2000
UD is a major contributor to new book that could be a manual for faculty who wants to use technology in the classroom.
Teaching with Technology, a series of essays compiled and edited by David Brown, dean of International Center for Computer-Enhanced Learning at Wake Forest University, offers the firsthand experiences of professors and professionals as a manual for anyone who wants to use computer technology to enhance instruction.
The essays are by the faculty and staff of the eight universities that form the Learning Technology Consortium (LTC) with ten of the 64 essays written by UD faculty or administrators.
Brown begins by saying that "the jury is in" on whether or not computers make a difference in how much students learn, offering studies that show that the use of computers does, in fact, enhance learning.
Next, Janet R. de Vry, Information Technology/User Services, and Brown, in a chapter entitled, "A Framework for Redesigning a Course," offer a step-by-step overview of each computerized learning tool and how it affects students and teachers. They also explain how to redesign a course or curriculum to effectively incorporate computerized instruction.
A matrix lists each cyber-teaching tool and rates its effectiveness in meeting certain teaching goals. But, it also indicates that computers don't help when it comes to active learning or respect for diverse ways.
Before describing individual computer-enhanced teaching experiences, each university in the consortium provides an overview of its computing environment.
Susan J. Foster, Information Technologies, and Leila C. Lyons, Information Technology/User Services, describe the UD campus as being known as "a national leader in the use of information technologies and for its success in embedding technology-based information resources into the campus culture." The campus computing plant is described as having a gigabit- switched, fiber optic backbone that reaches every research laboratory, office, classroom, and residence hall with links to the commercial Internet and Internet2. All residence halls are "wired," and remote access is offered students, faculty and staff living off the campus. Many classrooms have network connections at each student seat. All faculty and staff offices, as well as classrooms, dining halls and meeting places, are connected to the network.
There is campuswide e-mail, web and computation services, and there are centrally managed, all-purpose computing sites. Along with equipment, Foster and Lyons describe a variety of maintenance and computer-skills learning programs available to students, faculty and staff.
In the chapters that follow, George H. Watson, physics, [http://www.physics.udel.edu/ wwwusers/watson/phys345/] and Francis J. Doyle, chemical engineering, explain how they teach physics and engineering, especially via the web.
Also included are essays by Robert C. Hodson, biological sciences; Elizabeth M. Lieux, nutrition and dietetics; Joyce Perry, health and exercise sciences; Katrien N. Christi, foreign languages and literatures; and Larry W. Peterson, music, detailing how they weave the use of the computer and Internet into their course work and how that integration expands and enhances their students' learning experiences.
Charlene Hamilton, nutrition and dietetics, Donnarae Paulhamus '98 HNS, and Mary Beth Cochran, former HNS graduate student, authored an essay detailing Hamilton's use of technology to get students in large introductory classes more involved in the course.
Teaching with Technology is published by Anker Publishing Co. and can be purchased at its web site at [http://www.ankerpub. com/books/brown_twt.html].