Teaching first-year engineering students in a laptop environment requires carefully choosing and then adapting teaching methods. This chapter describes how laptops were used, how the students responded, and what the group of participating faculty learned in the process. (Contains 6 figures.)

This chapter describes successful assignments that made creative use of laptops in writing, literature, and public speaking courses. Some activities moved the session out of the classroom to outdoor locations.

Teaching animal sciences, like most agricultural disciplines, requires giving students hands-on learning opportunities in remote and often computer-unfriendly sites such as animal farms. How do faculty integrate laptop use into such an environment?

This chapter describes the experience of two faculty members who implemented laptop technology in a lower-division social science course. The authors focus on the pragmatic issues associated with incorporating this technology into the social science classroom and recommend several strategies and resources.

Special problems in assessing how college students use technology and the products they create with it are discussed using the examples of listserv discussions (student participation, quality and coherence of discussion, selection of postings) and a computer-based data analysis in a graduate statistics course. Rubrics for evaluating each are…

Tape-recorded commentaries on student writing can tell students in detail how a reader responds to their writing. Computers that can record and/or play back voice recordings can also help improve the way teachers annotate students' drafts. Strategies for using the method are presented, with excerpts from students' discipline-based writing and…