Consider the following questions as you read this case.
1. What factors should Charlie consider in deciding on his goals for technology for instruction? Reflect on what Charlie's goals are as contrasted with what his goals should be.
2. What resources does Charlie bring? What preparation does Charlie need? What would constitute adequate preparation in using technology in instruction? How will Charlie know when he knows enough?
Part 1.
Charlie is a young teacher, just hired at a college to cover introductory courses. Charlie has adjusted very well to department life, enjoying positive mentoring relationships with several persons in the department. He has struggled a little in getting his research going, but he really enjoys working with the students to help them understand. Charlie sometimes wonders if he is doing all that he could about his teaching. After all, he spent 6 years learning his discipline and only had that 1-week session as a graduate student on teaching.
Charlie's department is struggling to maintain sufficient enrollments. The department head reported at the last meeting that the state and the University are expecting the department to "use more technology in their instruction" and she will be considering this in yearly evaluations because the unit as a whole will be judged on it. "Look at the bright side, maybe increased use of distance learning will increase enrollments." Half the faculty frown at the idea. Charlie volunteers to try one of the new methods, knowing he'll be volunteered if he doesn't. He is, in truth, curious. He thinks technology is inevitable and if he starts now he will have more time to perfect his method before his tenure/promotion year, assuming it will "count."
Lucy is the most senior faculty person in the department. She seems to publish with ease. She has served as president of the discipline's national organization and has received the University Research Award on more than one occasion. Charlie admires her tremendously and asked her the other day about what technology he should try first. She replied, "I get along just fine with the whiteboard when I lecture." She noticed Charlie's look of frustration, "Of course someone needs to show the students that stuff...try the E-mail. It's good for exchanging research papers."
Charlie has a friend in another department in the College, Eldon, who just earned tenure. Eldon says he is comfortable in his teaching, even if his students sometimes grumble that he isn't available. He always seems to have the latest technological gadget. Charlie often doesn't understand what Eldon is saying but assumes that Eldon must be doing something right. Eldon is always showing Charlie an impressive new technology skill.
Charlie told Eldon last night, "My department wants me to try one of the distance learning methods. Which do you think I should do?"
Eldon replies, "I hear they have a mobile truck for broadcasting courses." His eyes light up. "Boy I'd love to see inside. I bet their equipment is top of the line."
Discuss the following questions
1. What factors should Charlie consider in deciding on his goals for technology for instruction? Reflect on what Charlie's goals are as contrasted with what his goals should be for Charlie and his students.
2. What resources does Charlie bring? What preparation does Charlie need? What would constitute adequate preparation in using technology in instruction? How will Charlie know when he knows enough?
Contact the author with comments or questions about this site by following the directions at this page (which will open in a new window.)
Printing a single copy for use at a workshop led by Sally Kuhlenschmidt is permitted without contacting me.
Website created: June 1996. Page Created: March 16, 2000. Last Modified: March 4, 2013.