This is a discussion paper and is not a final proposal
or pilot. Please feel free to offer
feedback on this topic.
Background
The classroom is the traditional arena for faculty-student
interaction. The adoption and integration of technology as a
teaching and learning tool changes the focal point for interaction
by extending the arena of faculty-student interchange (via Web-based
exercises, materials and discussion groups) beyond the classroom.
At the same time, the appropriate integration of technology-based
tools has long been bringing an added richness to the classroom
hours. As faculty change how they approach the instructional
process, the configuration of our classrooms must change to
support their activities. From the standard availability of
Internet and data-video projection to the availability of discipline-focused
interactive computer classrooms, the form of our classrooms
must be responsive to the changing functions faculty require.
At Duke, the adoption of technology has differed from one school
to another - some using a "top-down" approach, and
others using a "build it and they will come" approach.
In this later case, we have seen the adoption of technology
following a classic S-curve, whereby the pioneering experience
of a few faculty members translates into an increasing rate
of adoption by other faculty members. The rate of adoption has
a positive correlation with the ease of use and stability of
the technology, and also appears to reflect an element of peer
pressure.
Classroom time remains a premium. The focus is students' learning.
As technological capabilities are added to the classroom, it
is essential that this focus not change. Drawing on faculty
feedback and our experience, we posit a general set of principles
to support faculty's focus on student learning. Classroom technology
should be:
These principles lead to a set of operational issues and needs
involving planning, physical infrastructure, equipment support,
and user training and support.
At present, each school is addressing these issues at one level
or another, but there is no central coordination. As demand
for the use of technology in the classroom continues to expand,
both in terms of volume and in terms of capabilities, it is
likely we would all benefit from development of a university-wide
approaches to support implementation of these principles.
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