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Clash with blackboard

A technical issue Mark faced was trying to maintain two course websites. The university required instructors to create a website for each course they taught in Blackboard, and he created the other in Online Day. He tried to keep parallel websites going, using Blackboard as the “email kind of contact source.” Because all the students had access to Blackboard even if they hadn’t bought the textbook, he eventually stopped maintaining the other website.

Attitude toward technology

Three years ago, when Mark ended his stint as provost, he had embraced technology in teaching. He taught online classes to multiple remote sites via videoconferencing, he created voice-over PowerPoint presentations of lectures which he posted on the web, he video recorded some of his lectures for students who missed class, he played students’ audio recordings of practice sessions over the Internet to the remote classes and commented on them synchronously, and he used Blackboard to deliver resources to both distant learners and on-campus students. He made use of discussion boards, online exams, and the computer labs for orienting students to technology for his courses. The first year following Katrina, the campus was completely shut down due to flooding, and two-thirds of the courses were offered online. So by the time Mark taught this course, he had experimented widely with teaching technologies.

By the end of the semester, Mark had stopped maintaining the Online Day course website for the class, and instead relied completely on the Blackboard website. Student use of the Online Day resources had been made optional. Mark resorted to his old methods of classroom teaching. Why? A combination of factors challenged uniform use of Online Day by the students: inability to afford textbook, lack of computers at home, lack of high-speed Internet connections at home, discomfort with downloading software or learning a new program, and difficulty accessing school computer labs, to name a few. Mark’ facility with pre-existing technology made certain elements of the program, such as the test bank questions, which were attractive to the other adopters, irrelevant for him, since he had already created his own online chapter quizzes which he administered through Blackboard.


In summary, the participants were willing to address my standard questions with thoughtful answers based upon their personal experiences. Personal information gleaned from the interviews included:

  • career paths,
  • personalities,
  • teaching styles,
  • teaching philosophies,
  • mentors,
  • goals for the course,
  • attitudes toward the students,
  • technology training,
  • beliefs about how students learn, and
  • how they like to be taught to use technology.

Based on the accounts of the participants, it is clear that integrating technology in teaching is a complex process. Each instructor had his or her own particular set of circumstances that determined the degree to which he or she incorporated technology. Some personal elements necessary for integrating technology included the instructors’ intrinsic motivation for adopting it, a level of comfort with technology, tenacity in getting technical assistance, having the time to experiment with the software to learn what it could do, their willingness to change the way they taught in order to incorporate the new technology, and their ability to teach themselves to use a new web-based course management system. Some other key factors to technology integration were classrooms equipped with computers and high-speed Internet, students who bought the textbook (and thereby had access to the course website), student access to high-speed Internet at home, and students’ computer competency to navigate the course website and download the software to access the streaming videos.

The themes that emerged from this chapter provide the focus for the final chapter discussion. Although each instructor taught in a unique way, there were certain experiences they encountered that determined how they taught, and how they incorporated the Online Day resources into their teaching.

Questions & Answers

what is the stm
Brian Reply
How we are making nano material?
what is a peer
What is meant by 'nano scale'?
What is STMs full form?
scanning tunneling microscope
how nano science is used for hydrophobicity
Do u think that Graphene and Fullrene fiber can be used to make Air Plane body structure the lightest and strongest. Rafiq
what is differents between GO and RGO?
what is Nano technology ?
Bob Reply
write examples of Nano molecule?
The nanotechnology is as new science, to scale nanometric
nanotechnology is the study, desing, synthesis, manipulation and application of materials and functional systems through control of matter at nanoscale
Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
what school?
biomolecules are e building blocks of every organics and inorganic materials.
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
sciencedirect big data base
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
characteristics of micro business
for teaching engĺish at school how nano technology help us
How can I make nanorobot?
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
how can I make nanorobot?
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
what is the actual application of fullerenes nowadays?
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
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Source:  OpenStax, Faculty use of courseware to teach counseling theories. OpenStax CNX. Oct 14, 2009 Download for free at http://cnx.org/content/col11130/1.1
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