Abstract
In a relatively short time, educational technology has become a basic component of instructional life at almost every college or university around the world. Its effects on teaching and learning, however, have not yet been assessed satisfactorily. Throughout the 1998–1999 academic year, the Wellesley Technology Assessment Committee (or WTAC) researched the instructional use of technology at Wellesley College. The committee’s work told us that we wanted to know more, and to know differently, about how technology was affecting the nature of teaching and learning in our classrooms. We wanted to examine what was happening in human domains affected by the machine: inside human minds engaged in teaching and learning; in human social interaction; and in disciplinary knowledge, wherever and however such knowledge might be encoded. This paper details Phase I of a multi-year project. We believe that both the process we developed and the findings of this preliminary phase will interest those responsible for implementing technology plans on their campuses, and we urge other educational institutions to see our process as a model.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35502-3_19
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© 2000 IFIP International Federation for Information Processing
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Baldwin, L.M., Metaxas, P.T., Wood, W.J. (2000). Assessing Instructional Technology. In: Franklin, S.D., Strenski, E. (eds) Building University Electronic Educational Environments. IFIP — The International Federation for Information Processing, vol 38. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35502-3_16
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DOI: https://doi.org/10.1007/978-0-387-35502-3_16
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