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Go to Conversations: Overview
Go to Conversations: Using technology, is it worth it?
Go to Conversations: Overwhelmed by technology?
Go to Conversations: What can I do that's simple?
Go to Conversations: What failures have you had?
Go to Conversations: What did your colleagues think?
Go to Conversations: What did your students think?
Go to Conversations: Any salary increases or promotions?
Go to Conversations: Is technology fair to all students?
Go to Conversations: Other words of wisdom
Go to Conversations: Other comments
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Worth it? || Overwhelming? || What's simple? || Failures? || Colleagues?
Students? || Salary? || Is it fair? || Other Wisdom? || Comments?


Conversations:
Other comments...

Ending Comments #10:
"We would also appreciate it if you could briefly describe how you use technology in your instruction, if its not obvious from your answers above. This will provide context for your answers."

I have mostly used email and machine produced lectures. I am planning distance learning experiments. I have investigated, but not yet used interactive web site based teaching for graduate courses. I am in the process of producing CD-ROM based videos for student to watch at home for self-paced learning.

I am a technophobe myself. The calculus example above is taught by a colleague. I have used Devaney's web site and it is idiot proof. We need more of those. More advanced students sometimes do projects, but they choose which software they wish to use and figure it out for themselves. Slightly older students respond OK to the idea of a "learning community" in which the instructor is not omniscient. As long as I don't have to be omniscient I don't mind working with students who are using technology.

I and Professor A are teaching 310 (taken by all ME, ChE, and CEE students). We are eliminating the large passive lectures and replacing them with streaming video web-based lectures delivered with eTEACH®, a software product developed under NSF sponsorship. The lectures will be replaced with a skills lab session and a problem solving lab session where students work in teams. The College of Engineering is developing a computer equipped studio classroom for the problem solving lab. This will be taught for the first time in this format in Fall 2000.

I use demos in class (CD ROMs), graphing calculators with cbls experiments and analysis of experiments, e-mail communication and have students obtain information from internet.


Worth it? || Overwhelming? || What's simple? || Failures? || Colleagues?
Students? || Salary? || Is it fair? || Other Wisdom? || Comments?



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