50 technology-using professors at 50 of America's most-wired campuses were asked to explain how their teaching strategies have been augmented by the use of computers. From their responses emerges a pattern. Most professors are using computers in teaching in order to enable more controversy and debate in their classrooms, to promote more collaboration among students, to facilitate more and more timely interaction between professor and student, to differentiate tasks and assignments according to student interests and capacities, and to involve practitioners as well as colleague scholars with their students.
In this paper, these five "newly popular" teaching strategies are elaborated. Specific examples from many different disciplines are cited. Materials from the author's economics course are used to illustrate each of the concepts.
A goal of this paper is to suggest trends in pedagogical styles that are likely to dominate the next decade, to enable participants to lead faculty workshops around these five principles, to start participants toward their own incorporation of time-effective computer exercises in their own courses, and to disseminate information about these important research findings.
The paper is an outgrowth of work published in 2002 with Gordon McCray, Craig Runde, and Heidi Schweizer by Allyn Bacon/Longman under the title Using Technology in Learner-Centered Education: Proven Strategies for Teaching and Learning (http://vig.abacon.com/product/0,2371,0205355803,
00.html).In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR
ISBN 90-9016127-
