poster -
8 Introducing Technology to Educators in a Way that is Compelling -- not Intimidating
John
Hall, University of Delaware
Debbie
Jeffers, University of Delaware
Paul Hyde, University of Delaware
When technologists ask about compatibility, they are
concerned with version numbers and hardware platforms. When educators ask about
compatibility, they want to know whether a technology can be adapted to their
individual teaching needs. At the University of Delaware, three specific
techniques have helped to introduce educators to technology in a compelling and
unintimidating way.
1.Technology offerings are tailored to meet particular
teaching needs.
Educators are more likely to adopt a technology that
has an identifiable connection to effective teaching goals. Many
technology-centric support approaches assume that everyone understands the
educational value for each application of technology, which is not always the
case.
2.Repetitive services are transformed into self-help
tools.
Tools and templates are important for leveraging a
limited instructional technology support team, but they serve another important
role. Educators' comfort level and confidence seem to increase when they are
able to draw upon pre-defined solutions they can adapt without an individual
support staff person's intervention.
3.Examples of faculty efforts are gathered and shared
on a regular basis.
When a technologist demonstrates something, an educator's response is often, "Well, they work with that stuff every day." When an educator can deliver the same demonstration, directly or virtually, then it carries new relevance for other educators.