This chapter describes a pedagogy-first summer faculty development program designed to support faculty who want to add digital components to a course or academic program.

This chapter explores the use of social media in the higher education classroom highlighting potential issues for student-faculty boundary management and providing suggestions for praxis. Social media has captured the attention of educators and provides exciting new ways to engage students in course material. However, instructors and students…

Technology and its uses have undergone significant change in the past several decades. Although the technology of 2010 has changed in ways unimaginable in 1960, the promise of technology today is similar to the promise of technology then. The achievement of student learning seems more likely to lie in the minds of the people who use the technology…

Three interconnected aspects of higher education and information literacy are essential. The first is global educational goals and the place of information literacy within those goals. The second is new research on higher education effectiveness and the role of information literacy for successful learning. The third is the role technology plays in…

The advent of technology-assisted teaching calls for new thought about evaluating teaching: (1) How do new technology environments affect teaching and learning in ways that have implications for evaluation? (2) How might technology tools help facilitate the representation and evaluation of teaching? (3) What issues should institutions consider in…

Our role as teachers in universities should not be to simply keep up-to-date with new technologies; rather, we should be leaders in the use of new and emerging technologies to effectively meet the changing needs of learners. (Contains 1 figure.)

Technology can be used to effectively support FLCs. This chapter explores how technology and a community of inquiry model can be used to facilitate individual reflection and critical discourse about teaching practice. (Contains 2 tables and 1 figure.)

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.

Suggests that the library has morphed into a new "place," one that has been enhanced by technology in a manner transcending just new databases and actually informing new educational practice. (EV)

Explains why and how the teaching of writing can be enhanced by using a text immersion method in which students master the machines of information as a consequence of learning to read and write. (EV)

The issue editor introduces the various components of this volume to the reader by looking at the new communication technologies in light of cultural change. Addresses some of the implications of technologies for teaching and learning, viewing technology as a catalyst to improving educational practice. (EV)

Describes an interview with the editor of the technology-oriented "Wired" magazine which addressed his thoughts on technology's role in society and its implications for education. (EV)

Menges identifies four areas of educational research in which data is substantial but much less useful than it could be: faculty behaviors and intentions; technology-mediated instruction; effective evaluative decisions and context-specific research. He suggests some directions for future research. (JM)

Approaches the metaphors that have been constructed for technology with an eye to how they may be rethought for students, asserting that redefinition of metaphors is vital to taking the distance out of education. (EV)

Describes a discussion with Howard Rheingold, one of the founders of an asynchronous online community, about technology, virtual communities, and the future. (EV)