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Seeing Teaching Anew: Technology and Active Learning

Seeing Teaching Anew: Technology and Active Learning. Louis Keiner, Susan Libes College of Natural and Applied Sciences Coastal Carolina University. The handout-less future?.

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Seeing Teaching Anew: Technology and Active Learning

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  1. Seeing Teaching Anew: Technology and Active Learning Louis Keiner, Susan Libes College of Natural and Applied Sciences Coastal Carolina University

  2. The handout-less future? With the advent of online content delivery systems such as WebCT, teachers now require students to access and print out course materials that were formerly distributed as handouts or study guides.  What are the pros and cons of each delivery system?  Which one is best?

  3. How much is too much? Are course websites a sneaky way for more content to creep into a course? Are we burying students in content?

  4. Can anyone solve an equation anymore? Is the use of technology reducing the content (or skills acquisition) in courses since computers can be used to automate things that used to be done manually, such as graphing or calculating?

  5. Johnny has a Playstation, but no net access. Do students have enough access to the internet to require heavy use of course websites in non-distance learning courses?

  6. Tried-and-true or bleeding edge? Teachers walk a fine line of trying new things that might not work so well (and cause some chaos) versus staying with the old "tried and true technique" (that doesn't cause chaos but might be outdated or ineffective).   This is an especially fine line when working with equipment that is not always reliable, or is present in short supply.  When is it worth it to try new things?  

  7. Laptops: Tool or Distraction? Are laptops a distraction in the classroom, because it is so easy to surf the web or read email instead of participate in the class?

  8. Teachers have adopted computer-based technology to enhance active learning in the classroom.  In doing this, we have imposed new approaches onto existing lecture/lab formats (times and rooms).   Is this working or do we need to restructure other aspects of the course delivery, like the time slots and seating arrangements in the rooms?

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