Training for faculty for integrating technology in teaching and learning is ongoing but not necessarily compulsory in most universities. What has been your experience with such training and its implementation by faculty in teaching and learning? Your response is much appreciated for planning such training.
Many thanks,
Debra
Hi, Debra. Where I worked, there was no formal training of faculty for IT, nor pressure or advancement for them. Those that wanted to learn had to teach themselves. Occasionally there were seminars held across campus, but were attended by the pioneering few. Delegates were attracted by the opportunity to meet like-minded individuals, have lunch and perhaps get some freebee high-tech in a lucky draw.
Since I left, my course has regressed to old fashioned lecturing, probably because lecturers are given the freedom to teach the way they feel comfortable.
I feel that faculty should be encouraged financially and formally from the top down to follow more efficient methods of teaching. Waiting for retirees to go on pension does not guarantee fresh blood.
“Change Management” is required. (Quid Google). Best Regards, Ian.
My place of work is support of such initiatives, as there is a large drive on online teaching and learning. From the very basics, to the advanced online programmes, academics and administrators alike are trained on using such tools to ensure that learners receive the very best.
In some 3rd world universities, faculty training & implementation of IT into teaching & learning has been offered by persons who lack the pertinent expertise & the enthusiasm. This made no significant difference between the trained & the untrained.
In all humbleness, I have learnt many things (including this topic) by myself from the internet & from respected sites such as Research Gate.
Here is a good read to explain why it is very important to engage with IT in teaching. One most important reason is to raise students engagement etc.
https://www.weforum.org/agenda/2017/05/science-of-learning/
Hi Ms. Ferdinand-James,
Regarding your question on the use of technology in the classroom: Technology has been already introduced in our classes, for a some time now, and it is assumed that the students are knowledgeable in the basic computer programs, such as PowerPoint, and other Microsoft Office programs, as they were taught in elementary and high school. But three years back, our college has given a good number of the professors and teachers iPads and has fitted each classsroom with an Apple TV, Apple Airport and a big Television, plus the wifi connection was made stronger and widely available, to be used specifically for the lectures and activities in the classroom. The lessons can also be sent straight online. Since all students are already using a gadget or two (smartphone/tablet/laptop), it was just appropriate to use these to everybody's advantage. Before it's implementation we were given a training on certain teaching and education apps and techniques on using technology (apps and what-nots) inside the classroom. The student engagement has become absolute and fun, as our quizzes/exams/activities in the form of 'app games' were introduced. There was even a small project among the faculty to come up with 'lecture games' for other faculty to implement with the use of our training and the gadgets, and to my knowledge, most of these games are still being used and improved on.
These days, my usual midterm exam for Design Theory class is a debate on the theories, and conducted over Twitter, called 'Twitter War'. It was designed by one of my colleagues for the 'lecture games' project. The only thing I do for this exam is to give them a prepared sheet of short instructions and let the warring 'factions' pose their arguments and counter-arguments online while being in different parts of our campus. You know, debates can become heated if grades, prizes and bragging rights are at stake. So situating them in different parts of the building is always a good thing. All I do, is to read those arguments online and give the score. This kind of activity is the least straining because I don't have to prepare long list of questions for a written exam. Many students found it engaging and, at the same time, fun.
Hi,
We do have several workshops on using IT related educational tools and few lecturers really implement them in the classroom due to time constraint to complete the syllabus or due to network issues.
Hi Debra-
I have typically experienced (and myself designed for other colleagues too) continuing professional development that takes place throughout the academic year and focuses upon soft and hard tech skills. Some of these sessions have also been subject specific thus have been offered exclusively to, say, school of ed folks. I have seen a gradual change regarding the delivery of such prof development from f2f to blended to completely online. My personal observation is that the more relevant and hands on, the session, the more meaningful and effective for the participant. A follow up opportunity (as in another group session or communication between session leader and participants via various media) would optimize the benefits further.
Here's a program you might find helpful to look at:
https://offices.depaul.edu/fits/dots/Pages/default.aspx
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