18. Technology, learning, and free will [Clark, Notre Dame]


In the afterword to our collection of essays, Chris Clark urges us to resist labeling a technology as inherently good or bad for teaching and learning. Rather, we should identify learning goals and teaching strategies before deciding whether a technology can help. Even the most powerful technology can’t turn terrible teaching into excellent learning.


17. Developing an Online Course in Engineering [Williams, Hartman, Zazueta & Smith, Florida]


The Provost E-Learning Initiative at the University of Florida aimed to implement evidence-based best practices to develop high-quality online courses for undergraduates. This essay outlines the goals of the initiative and how they were accomplished in the development of the Engineering Economy course at UF.

16. Rich Media Capture Technology for Student Feedback [Curto & Laudato, Pittsburgh]


Providing feedback to students about their in-class presentations can be a juggling act, and students may not be able to connect instructor comments with specific moments in their talks. In this essay, Drs. Curto and Laudato describe a technique for providing feedback via rich media capture. Much like comments in the margins of a written assignment, feedback is received at the appropriate time point in the presentation.

15. Sir Fopling Flutter 2.0 [Laura Rosenthal, Maryland]


Professor Rosenthal began a quest to increase classroom engagement when she noted that laptops were drawing students’ attention away from discussions of English literature. This essay describes a series of strategies she has tried — including laptop restrictions, PowerPoint visuals, grading methods, blogging, and wikis — in a continuing effort to update her teaching.

14. Towards the Paperless Class [Angst & Crutchfield, Notre Dame]


Professor Angst incorporated iPads into his Project Management course in order to evaluate the effectiveness of the devices, observe their impact on IT support, and move towards an entirely digital course. Students used the tablets annotating readings, taking notes in the field, looking up information during class, and other tasks. Dr. Angst used the ATUAT model to evaluate acceptance of the technology.

13. Teaching the Principles of Web 2.0 to Computer Science Students [Pérez-Quiñones, Virginia Tech]


In his essay, Professor Pérez-Quiñones describes how he uses Web 2.0 applications with his computer science students who are learning to develop such applications. In particular, the students and the professor found the use of Twitter to be very helpful during the course.

12. Wikis to Promote Active Inquiry in Calculus [Louis Rossi, Delaware]


Professor Rossi had groups of students use a wiki to develop and share original word problems based on images. He found that students learned concepts better when they applied them to original problems of their own design.