Did you hear about the article in the Chronicle of Higher Education? Well, it's summer - so maybe you missed it. In "Reaching the Last Technology Holdouts at the Front of he Classroom" (July 24, 2010), Jeffrey Deeds reports that Chris Dede, Professor of Learning Technologies at Harvard University argues that clinging to outdated practices is malpractice.
We all know some faculty, usually close to retirement (but not always) who roll out the same syllabus, lecture notes and box of chalk each semester. They rarely think about practices for effective learning and are sure that students don't work hard enough, so that's why they don't do well. For those folks, I'd agree with Professor Dede.
But, there are some faculty who don't think much about student learning because they're too busy getting the newest gadget to work in their classroom. They flit from one technology to another as if though the shiny objects are the key to teaching. And when they don't live up to their claims, then they try something else.
While I like to dabble in technology, I try to remained focused on using technology that will help me meet certain learning objectives. And I force myself to only use one new tech toy in any given class.
I also know faculty who have yet to dive into tech use like me. Like some swimmers, they prefer to go into the water one toe at a time. So you might not think they use much tech at all - and you'd be right. But they keep their focus on student learning. And they are excellent teachers.
It's the old saying: To thine own self be true.
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