• July 29, 2014

Episode 60: What Incentives Will Get Professors to Use Technology?

The Tech Therapists debate the topic with Marsha Marinich, an adjunct professor in the business school at Marymount University, and John McFadden, retired chief information officer at Loyola University Maryland.

Scott Carlson, a Chronicle reporter, and Warren Arbogast, a technology consultant who works with colleges, talk about the headaches, anxieties, and general problems you might be having with technology on your college campus. Look for new installments every other Thursday.

Comments

1. josephramanair - October 30, 2009 at 06:37 am

Most technological tools for e.g. eLearning tools are by design developed to disseminate and communicate knowledge and information. To maximise the use of such tools, there is a need for systematic planning on the part of the instructor. Such planning can be realised by professors working together as a team to plan and implement lectures that integrate the use of technology. However, the reward mechanism in academia largely acknowledges individual success, effort and product. It fails to recognise collaboration and team work. Therefore one incentive to get Professors using technology is to recognise success that is a result of working together with other colleagues or with the relevant members of the community.

2. spearjh - November 02, 2009 at 09:14 am

I use technology every single day in the classroom - so do most others. My favorite is chalk and blackboard. I'll take white boards if that's all I have but it isn't nearly as good. Oh right - then there's all of that other stuff - I guess the stuff this report refers to. Why is it that "technology" now just means stuff you plug in? Why is chalk not technology?

I've sat through seemingly endless presentations and primers on all sorts of new "technology" for the classroom. I have to be honest - the focus is always on WHAT can be done - but not WHY. Even if you listen to these interviews there is very little that explains why or how this "technology" (whatever it is) is good for teaching. This kind of thinking - that adopting "technology" where technology is the most recent thing - is widespread and common. But it mostly looks just like all other kinds of technocratic optimism. Leo Marx, of course, has a classic old paper called "Does Improved Technology Mean Progress?" - in short the answer is that it might. But first we have to answer a hidden question in the first - "Progress Toward What?"

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