Chizmar, John F., & Williams, David B. (2001). What do faculty want? Educause Quartely, Volume 24, number 1, pp. 18-24.
The objective of this study was to obtain a picture of faculty attitudes and needs regarding the use of instructional technology in their teaching and activities. A web survey was conducted via four different campus listservs on the Illinois State University campus, with a response rate of approximately 20 percent of relevant faculty. The survey used a five-point Likert scale to create an inventory of faculty needs. Results were tabulated into six assertions and showed that faculty primarily want a union of pedagogy and technology. Further, faculty need technological and institutional support to integrate the two areas. Six recommendations are discussed to help meet these needs.
Butler, Darrell L., & Sellbom, Martin (2002). Barriers to adopting technology for teaching and learning. Educause Quartely, Volume 25, number 2, pp. 22-28.
This article extends what is known about factors affecting faculty adoption of technology, identifies factors in the facilitation or impediment of adoption, and proposed recommendations to solving problems and reducing barriers to adoption. The study, conducted at Ball State University, was based on a mailed questionnaire to approximately 410 faculty, with a return rate of 30 percent. The results of the study were divided into three areas, proficiency with technology, barriers to adoption and reliability.
Buckley, Donald P (January/February, 2002). In Pursuit of the learning paradigm. Educause Review, Jan/Feb2002, Vol. 37 Issue 1, pp 28-38.
In order to address poor student-learning outcomes, our current paradigm of instruction must be shifted from the traditional delivery-of-content to the new cognitive-based learning paradigm. This paradigm stresses active learning, the engagement of cognitive processes in the construction of knowledge and the integration of formative assessment tools. The shift begins with a transition to learning-center communities that incorporate learning-centered technology. Additionally, a transformation of faculty development is essential, and must be coupled to institutional change. Finally, course-management systems will become critical to driving this institutional change.
Laurillard, Diana (January/February, 2002). Rethinking teaching for the knowledge society. Educause Review, Jan/Feb2002, Vol. 37 Issue 1, pp 16-25.
In this society of knowledge, can universities continue to use existing teaching practices and still compete with the knowledge industries? As the cost of a university education is rising, more and more are turning to alternate forms of education, particular those that focus on skill acquisition rather than knowledge acquisition. To survive, universities must respond to this trend by answering difficult questions about the technique and role of teaching in American universities. By modeling teaching on scholarship, universities will survive and thrive.
Demb, Ada (July/August, 2002). The intellectual supermarket. Educause Review, Jan/Feb2002, Vol. 37 Issue 4, pp 13-22.
Those in higher education who use instructional technology are doing so in a familiar but ineffective manner, caught in traditional structures and assumptions. In order for higher education to become effective, a new model needs to be developed and used alongside the current traditional model. This new model, the supermarket model, will expand the capacity and explode the boundaries of the current higher education industry. To be successful, higher education must generate innovative approaches for enabling technology to meet the intellectual nutrition needs of today’s student.