Teaching and learning can be enhanced through the effective use of technology. This section opens with links to websites that provide teaching strategies, examples, and information for using technology in teaching all disciplines, followed by a link for courses in the sciences. Next, mega-sites on technology in teaching provide articles, research reports, teaching strategies, and examples of technology integrated into courses. The concluding sites focus more specifically on course development incorporating technology and the use of specific teaching strategies, such as active learning with technology, clickers, and the Internet.
Active Learning with Powerpoint (University of Minnesota, Center for Teaching and Learning Services).
An online tutorial on using Powerpoint more effectively in the classroom: for active learning, active lecturing, assessment, and educational games. Includes five short videos discussing different ways to use Powerpoint to support learning.
Blogs for Learning (Michigan State University)
This site is a resource on using blogs for instructional purposes. Contains articles, case studies, and interactive tutorials on creating, using, and maintaining an instructional blog. Also provides a blog for brief contributions on blogging called The Learning Curve.
“A Flexible Alternative to PowerPoint,” Richard Olivo (Harvard University, Derek Bok Center).
Describes the use of a Web browser for teaching, offering guidelines for creating presentation pages and multiple links.
Wikis in Higher Education (Eli Collins-Brown, Methodist College of Nursing).
A wiki on ways in which faculty/staff are using wikis in higher education, compiled from a request for this information on the POD (Professional and Organizational Development Network) listserv, November 13, 2008.
Using Online Technology to Break Classroom Boundaries. Speaking of Teaching, Stanford University Newsletter on Teaching, Vol. 8, No. 1, Fall 1996. Adobe Acrobat/PDF.
Ways to integrate technology into on-campus courses to extend communication beyond the classroom: email, course web pages, electronic discussions, mailing lists, Usenet Newsgroups, and class bulletin boards.
“Handbook for Instructors on the Use of Electronic Class Discussions,” Nancy Chism (Ohio State, Office of Faculty and TA Development).
Guidelines for using electronic communication to extend classroom boundaries. Presents several electronic discussion formats, the need for goals, and tips from Ohio State faculty using electronic discussion in their classes.
Find Digital Video ( University of Illinois at Urbana-Champaign University Library).
Extensive list of annotated links that provide digital video clips available on the Internet that can be used for teaching.
>See also on this site Using the Internet for Instruction.
“Tips for Successful ‘Clicker’ Use,” by Dr. Douglas Duncan (University of Colorado, 2009).
Fourteen practices with clicker that lead to success and seven that lead to failure. The author cautions that “If you believe that the teacher, not the students, should be the focus of the class, it is unlikely that clickers will work well for you.”
Seven Things You Should Know About Clickers (Educause, May 2005).
Discusses the positive aspects and downsides of clickers plus implications for teaching and learning.
Clicker Resources (Science Education Initiative, U of Colorado, and Carl Wieman, Science Education Initiative, U of British Columbia).
A valuable site for both the new and experienced user of clickers. Contains "An instructor's guide to the effective use of personal response systems (clickers) in teaching" plus videos with practical tips on using clickers in lower and upper division courses, and links to many other clicker resources.
See also "The Technology Literate Professoriate: Are We There Yet?" by Dan Madigan in the "Strategies and Examples" section above.
“Teaching with Clickers” by Erping Zhu, 2007 (University of Michigan Center for Research on Learning and Teaching).
This article, No. 22, provides specific methods for using clickers in the classroom plus a list of recommendations for faculty.