April 4, 2013
Mark D. Pepper, Utah Valley University
Let technology teach you how your students perceive the temporal expectations of digital communications.
Thinking Critically about Technology in the Classroom: Assignment Design for Pre-Service Teachers
March 7, 2013
Amanda M. Greenwell, Central Connecticut State University
This reflection examines two writing assignments within the context of the course design insofar as their success in prompting pre-service teachers to think critically about the use of educational technology in their discipline-specific pedagogy.
Technologues and Pedagogues: How an Instructional Technologist and an Instructor Transformed a Course and Improved Student Writing
September 25, 2012
Baynard Bailey, Vassar College
Natalie Friedman, New York University
A faculty member and an instructional designer discuss their incorporation of Wordpress in a sixty student literature course.
Steps, Stumbles, and Successes: Reflections on Integrating Web 2.0 Technology for Collaborative Learning in a Research Methods Course
Kate B. Pok-Carabalona, the Graduate Center of the City University of New York Abstract This paper reflects on a semester-long experience of integrating several Web 2.0 technologies including Google Groups, Google Docs, and Google Sites into two Research Methods classes based on an active constructivist model of pedagogy. The technologies used in the course allow [...]
MyDante: An Online Environment for Contemplative and Collaborative Reading
Frank Ambrosio, Georgetown University William Garr, Georgetown University Eddie Maloney, Georgetown University Theresa Schlafly, Georgetown University Abstract This paper explores the tensions between individual and collaborative aspects of reading in the context of MyDante, a digital environment for the study of Dante’s Divine Comedy. We provide a view into the long-standing pedagogical experiment we have [...]
