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The Integration and Effectiveness of Information and Communication Technologies in Canadian Postsecondary Education

The Integration and Effectiveness of Information and Communication Technologies in Canadian Postsecondary Education. Dr. Carl Cuneo, Director, EvNet, Network for the Evaluation of Education and Training Technologies, McMaster University, http://evnetcanada.org/ cuneo@mcmaster.ca.

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The Integration and Effectiveness of Information and Communication Technologies in Canadian Postsecondary Education

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  1. The Integration and Effectiveness of Information and Communication Technologies in Canadian Postsecondary Education Dr. Carl Cuneo, Director, EvNet, Network for the Evaluation of Education and Training Technologies, McMaster University, http://evnetcanada.org/ cuneo@mcmaster.ca Thanks to Brian Campbell and Delsworth Harnish

  2. Communication & Information Technologies & the Seven Principles of Undergraduate Education (Chickering & Ehrmann, AAHE, 1996)

  3. Methods of communication very important or important to students’ course experience 10 campus student surveys (Campbell)

  4. Double-Sided View towards ICTs: Per Cent Students Agreeing With 10 campus student surveys (Campbell)

  5. What Technologies Do Faculty & Students Use? 16 Campus Faculty & Student Surveys (Campbell)

  6. Student Learning Styles, Faculty Teaching Styles and Appropriate Technologies New Economy Skills & Canada’s Global Compet- tiveness Student Surface Learning - Technology Policy Choices + Student Deep Learning - + Effective Teaching & Learning with Technologies + + + Faculty Guide on Side Appropriate Technology Infrastructure + - Faculty Sage on Stage -

  7. Learning Styles: Students Who Restrict Communications to Registered Online Course Conferences Only • Competitive learners (marks ultimate goal of learning) • Surface learners (facts; memorization) • Syllabus Boundness (stay within bounds of course) • Extrinsic motivators (interested in paper certificates only) 3 campus online CMC surveys (Cuneo and Harnish)

  8. Learning Styles: Students Who Communicate & Explore Across Non-Registered Online Courses • Comprehension Learners (explore free association of ideas) • Deep learners (seek the understand the meaning of what is leaned) • Relate ideas (draw concept map of ideas) • Intrinsic motivators (passionate interest in learning, no matter where it takes them) 3 campus online CMC surveys (Cuneo and Harnish)

  9. Teaching Styles: How Do Sages on Stage Use Computers in Teaching? • Prepare tests with word-processors • Record grades in spreadsheets • To deal with large class sizes • To cover more material • To transfer the faculty member’s knowledge of computing to teaching • To compensate for the lack of teaching assistants • To teach students more computing techniques 6 Campus Faculty Surveys (Campbell)

  10. Teaching Styles: What Kinds of Technologies do Sages on the Stages Use? • Course Management Systems (WebCT; Blackboard) • Spreadsheets & Database programs • Presentation software; computer projection; electronic slide shows • File transfer protocols (ftp) on web • Computerized testing; question & answer drill programs • Preparation of paper tests with software • Demonstrations/simulations 6 Campus Faculty Surveys (Campbell)

  11. Teaching Styles: How Do Guides on the Side Use Computers in Teaching? • Prepare lectures and class notes (writing) • To get students to write more (normally not encouraged in large classes) • To help students work in groups • To build informal links betweenstudents • To communicate more effectivelybetween teachers and students 6 Campus Faculty Surveys (Campbell)

  12. Teaching Styles:What Kinds of Technologies do Guides on the Side Use? • Wordprocessors (creative writing) • Web search engines (exploring hyperlinks on web) • Library and other reference search engines (for exploring bibliographies) • Group messaging systems so students can communicate with one another • E-mail to students as formal part of course 6 Campus Faculty Surveys (Campbell)

  13. Six Levels of Technology Integration into Teaching & Learning • Campus site license • Instructor adoptions • Integration into course design • Easy student access to the technology • Efficient use by students • Effective impact on student learning

  14. Policy Recommendations: Investment Decisions • Make evaluation of learning technologies an a priori requirement of implementation of ICTs. • Incorporate learning and teaching styles into technology investment decisions • Too often, decisions are made by technical and administrative staff with little awareness of learning and pedagogical practices

  15. Policy Recommendations: Diverse Teaching & Learning Styles • Implement somewhat different technologies for: • Sages on the stage • Guides on the side • Deep and comprehension learners • Surface and syllabus bound learners • Teachers and learners may be at risk if they are forced to work with technologies inappropriate to their learning and teaching styles

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