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Case Study
Teaching with Technology: Facilitating the Process
Part 1: Strategies for adopting instructional technology
8/29/2007
Hardware and software have been funded by allocation of University classroom improvement, equipment, and operating budget dollars and by federal grant dollars. Each of these sources involved hard decisions about allocation of funds. While a majority of the administrators, faculty, and staff in the College now agree that reallocation of faculty and staff positions was beneficial, it was a tough choice to make. Allocating dollars from classroom improvement, equipment, and operating budget dollars to educational technology is also a difficult choice. And, as educators know, acquisition of federal grant dollars is no easy task.This article will continue next week with additional steps for facilitating the change process, evidence of success, and caveats for adopting strategies for teaching with technology.
References
AECT (2001). Accreditation Standards for Programs in Educational Communications and Instructional Technology. An online text downloaded August 29, 2006 at www.aect-members.org/standards/partnerhistory.html
Al-Bataineh, A., & Brooks, L. (2003). Challenges, advantages, and disadvantages of instructional technology in the community college classroom. Community College Journal of Research and Practices, 27, 473-484.
Fitch, J. L. (2004). Student feedback in the college classroom: A technology solution. Educational Technology Research & Development, 52(1), 71-81.
Holland, P. E. (2001). Professional development in technology: Catalyst for school reform, Journal of Technology and Teacher Education, 9 (2), 245-67
Lee, J. A., & Busch, P. E. (2005). Factors related to instructors' willingness to participate in distance education. Journal of Educational Research, 99(2), 109-115.
Meletiou-Mavrotheris, M., Lee, C., & Fouladi, R. T. (2007). Introductory statistics, college student attitudes and knowledge: A qualitative analysis of the impact of technology-based instruction. International Journal of Mathematical Education in Science and Technology, 38(1), 65-83.
Moody, J., & Kindel, T. (2004). Successes, failures and future steps. TechTrends: Linking Research & Practice to Improve Learning, 48(5), 44-49.
SEDL (Southwest Educational Development Laboratory), Austin, TX. Facilitative leadership: The imperative for change. An online text downloaded August 29, 2006 at www.sedl.org/change/facilitate/leaders.html#asixcomp.
Sturgeon, J. (2005). High-tech classrooms: IHE's continue to invest in AV/IT and networking technology for a myriad of reasons.
Whittington, N. (1987). Is instructional television educationally effective? A research review. The American Journal of Distance Education, 1, 47-57.
Ric Keaster, professor of Educational Administration at Western Kentucky University in Bowling Green, KY, has served as a department chair (University of Southern Mississippi) and an associate dean (WKU) and has 20 years' experience in postsecondary education. Prior to his higher education experience, he spent 13 years as a teacher and administrator in K-12 settings.
Leroy Metze, professor of Experimental Psychology and Director of Educational Technology for the College of Education at WKU, has more than 40 years' experience in higher education settings and has provided considerable consulting services in technology for both business and education entities. He has provided the vision and design for the College's electronic portfolio system.
Angela Hillegass, recent graduate of the Department of Psychology at WKU with a master's degree in Clinical Psychology, is currently employed as an Early Childhood Mental Health Therapist with NorthKey Community Care in Covington, KY.
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