Technology, Teamwork, and Teaching Meet in the Classroom.
Saved in:
| Title: | Technology, Teamwork, and Teaching Meet in the Classroom. |
|---|---|
| Language: | English |
| Authors: | Poindexter, Sandra, Basu, S. Choton |
| Availability: | For full text: http://www.educause.edu/conference/e2000/proceedings.html. For full text: http://www.educause.edu/asp/doclib/abstract.asp?ID=EDU0005. html. |
| Peer Reviewed: | N |
| Page Count: | 12 |
| Publication Date: | 2000 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Computer Assisted Instruction, Computer Uses in Education, Cooperative Learning, Educational Technology, Group Activities, Higher Education, Learner Controlled Instruction, Teaching Methods, Teamwork |
| Abstract: | Laptops for students, increased teamwork and group interaction, and teaching as a facilitator of active learning have successfully converged in the classrooms of Northern Michigan University. This paper offers practical guidelines for integration strategies, theory, and outcomes assessments, based on a study undertaken for the 1999-2000 academic year that involved 7 sections of 3 on-campus information systems courses (over 100 students and 2 professors). During the class, students sat at group tables with teammates facing each other. One or two laptops at each table were regularly used in team exercises. The instructor facilitated the work by moving around the room as a consultant. Some specific technology applied in the study included: presentation software; communication client software; electronic assignments; Internet as a resource for research and current materials; server space allocated to teams for teamwork; laptops; digitized pads for note-taking; a digital camera; and detailed course Web sites. Uses of each are described, followed by a discussion on the role of the team, the role of teaching, and study results. The study was still underway at the writing of this paper, but the general consensus is one of study preference for this approach, with some vocal dissidents. Two appendices include teaching and learning philosophies and a sample exercise in the interactive classroom style. (AEF) |
| Entry Date: | 2001 |
| Accession Number: | ED452809 |
| Database: | ERIC |
| Abstract: | Laptops for students, increased teamwork and group interaction, and teaching as a facilitator of active learning have successfully converged in the classrooms of Northern Michigan University. This paper offers practical guidelines for integration strategies, theory, and outcomes assessments, based on a study undertaken for the 1999-2000 academic year that involved 7 sections of 3 on-campus information systems courses (over 100 students and 2 professors). During the class, students sat at group tables with teammates facing each other. One or two laptops at each table were regularly used in team exercises. The instructor facilitated the work by moving around the room as a consultant. Some specific technology applied in the study included: presentation software; communication client software; electronic assignments; Internet as a resource for research and current materials; server space allocated to teams for teamwork; laptops; digitized pads for note-taking; a digital camera; and detailed course Web sites. Uses of each are described, followed by a discussion on the role of the team, the role of teaching, and study results. The study was still underway at the writing of this paper, but the general consensus is one of study preference for this approach, with some vocal dissidents. Two appendices include teaching and learning philosophies and a sample exercise in the interactive classroom style. (AEF) |
|---|
