Teaching Technology to Digital Immigrants
• Purpose of presentation (why is this important and who is the target audience)
The purpose of this presentation is to share with others what the presenters have learned about helping faculty gain skills and confidence using instructional technology. We found that while we are comfortable with technology, our trainees often are not. At first we were training faculty while assuming that they were like us, comfortable with technology and eager to learn. However, we found out that the faculty who most needed assistance were often uncomfortable with technology and sometimes understood that the skill was valuable, but still resisted learning. The target audience is faculty who, like the presenters, have been asked to run faculty development workshops on instructional technology with little training in how to implement the workshops. This presentation is important because the presenters have spent the past year testing theories regarding how to best train faculty who are uncomfortable with technology while elevating their comfort levels and their skill levels.
• Objectives of the presentation (what are you planning to do)
We are planning to share the results of our primary research, including seven “do’s and don’t’s” regarding instructional technology faculty development workshops. We will support our presentation with primary research and secondary research.
• Practical applications (how can your results/strategies be used by others)
We hope these results and strategies can be used “right out of the can” by others as they create their own instructional technology faculty development training sessions.
• Relationship to the conference theme
Our presentation incorporates some old ideas regarding andragogy with new ideas regarding methods of teaching with technology. We are also sharing a host of learning experiences and what we have gleaned from those. The presentation evaluates three different methods of teaching technology with technology and explains, using primary and secondary research, which method consistently worked best in the classroom and resulted in the best retention.
• Information (data or theoretical base) to support what is advocated.
We ran three separate usability tests over a period of two years to gather the data for this presentation. The following research will also be used to support our findings:
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2nd-Day Hands On: How to Run a Faculty Development Workshop in Instructional Technology
In this workshop, David and Tammy will show you how to prepare for and run a faculty development workshop on how to use some open source software valuable to educators. Participants will gain access to primary and secondary research on andragogy and instructional technology as well as a host of freely available resources we have developed for instructors who teach electronically.
Tamara Powell is an associate professor of English and the English Department Electronic Learning Coordinator. She is also the administrator for the English Department’s Electronic Graduate Certificate in Technical Writing and Communication.