Strategy VII
Use educational technology to transform teaching and
learning for access, quality and efficiency.
Technology is revolutionizing teaching and our faculty are at the leading
edge of this change. Computers open a new world of pedagogical
possibilities: electronic mail brings students and faculty into closer
contact; electronic bulletin boards create learning communities; there are
new interactive ways of teaching foreign languages, writing and
mathematics; computer simulation turns static descriptions into dynamic
concepts; web-based materials promote fast access to information and
dramatically decrease publishing barriers, promoting creative thinking,
analytic skills and problem solving. Information technology builds
learning communities across the campus, the state, the nation, and the
world.
In recent years the UWired project has brought information literacy to
large numbers of students, built general access labs, and provided faculty
help in course development. A new statewide computing and communication
system, whose design and operation rely extensively upon UW expertise, now
links all public baccalaureate institutions, community and technical
colleges, and K-12 educational service districts, allowing for a new level
of educational exchange. The DO-IT project, like the UWired project, has
been honored with major national awards, in the case of DO-IT for using
information technology to build relationships between disabled students
and practicing scientists and engineers that keep the students tracked for
technical careers. Many members of the University community make
extensive and innovative use of technology in the service of teaching and
learning.
Despite these and other successes, many faculty confess that they are
"stumbling along, backing into" the use of new educational
technology. Faculty and students need more assistance to systematically
and incrementally bring new technology into teaching and learning.
Recommendations
-
Equip additional existing classrooms with advanced educational
technology and begin now to plan new classrooms equipped to serve faculty
who are prepared to use educational technology.
-
Cluster technology-equipped classrooms (e.g., as planned for Mary
Gates Hall) so that support staff -- essential for the confident use of
technology -- can be efficiently shared. Just as importantly, invest in
this support staff -- an area in which the University is woefully short.
-
Expand efforts to help faculty adopt new technology. Provide
broad-based support for faculty to learn to use technology in teaching.
The UWired project, which provides lab space, workshops, seminars, and
help with course development, should be expanded.
-
Experiment with new ways of teaching. Develop "test beds" for the
use of new technology in teaching for both on campus and distance learning
applications.
-
Ensure that all students are information-literate. Teach the skills,
knowledge and inclination to find, use, evaluate, manage and create
information. Basic information literacy should begin in lower division
courses and continue into the major. Expand UWired programs to all new
students.
-
Improve student access to technology. In partnership with students,
provide universal access to computer based learning, including email,
internet and web-based applications. Student expenditures from the
Student Technology Fee should be coordinated with the University's
expenditures on technology.
-
Use technology to develop new educational partnerships. By linking
our three campuses together, as well as extending contacts with other K-20
institutions, we create unexplored opportunities for sharing material,
courses, and effort.
-
Keep on the cutting edge of technology. To remain at the forefront --
as we must -- will require faculty effort and administrative commitment.
Greater investments are necessary.
-
Clearly articulate the institution's overall strategy for educational
technology, and clearly describe our accomplishments and experiences.
Widely publicize each of these.
