Difference between revisions of "Team 5: Information Technology Initiatives"
MaCampbell (talk | contribs) (→This space has been created for the exclusive use of Davidson College employees and students working on Team 5: Information Technology Initiative) |
MaCampbell (talk | contribs) (→This space has been created for the exclusive use of Davidson College employees and students working on Team 5: Information Technology Initiative) |
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| − | '''Physics''' | + | '''Physics'''<br> |
| + | Physics education research is the most advanced in the sciences and math. They have led the way in many areas of education and assessment. Wolfgang and Mario are two world leaders in this area. <br> | ||
| + | In two papers, Dancy and Henderson (2009) measured the extent of physics higher ed faculty's knowledge and use of research-based instructional materials. About 80% knew of these methods but only half used at least one, and very few used more than one. The most common reason given for not using these methods demonstrated to improve student learning was time it takes the faculty to learn and adapt the method to his or her classroom. <br> | ||
| + | I think these two papers make an important point with regards to IT and learning. Just because we make something available does not mean people will use it. Furthermore, faculty time is the rate-limiting step, not technology or money. No matter what we do in this area, we need to make sure time is alloted for adoption. | ||
Revision as of 02:04, 9 September 2009
This space has been created for the exclusive use of Davidson College employees and students working on Team 5: Information Technology Initiative
Science Math Overall
A growing number of schools are teaching their students how to write code on one language or another. Interdisciplinary training is growing and writing code is part of this training.
Biology
- Tablets for field work
- iPod for bird call ID
- podcasts for news and protocols
- clickers
Chemistry
Math
Physics
Physics education research is the most advanced in the sciences and math. They have led the way in many areas of education and assessment. Wolfgang and Mario are two world leaders in this area.
In two papers, Dancy and Henderson (2009) measured the extent of physics higher ed faculty's knowledge and use of research-based instructional materials. About 80% knew of these methods but only half used at least one, and very few used more than one. The most common reason given for not using these methods demonstrated to improve student learning was time it takes the faculty to learn and adapt the method to his or her classroom.
I think these two papers make an important point with regards to IT and learning. Just because we make something available does not mean people will use it. Furthermore, faculty time is the rate-limiting step, not technology or money. No matter what we do in this area, we need to make sure time is alloted for adoption.
Humanities
Foreign Languages
