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.

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…

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.)

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.