CHANGING THE PARADIGM: TECHNOLOGY FOR TEACHING VS. TECHNOLOGY FOR LEARNING IN INTRODUCTORY GEOLOGY COURSES

Teacher-friendly technology (e.g., presentation software, computer scanners) has made it possible to efficiently deliver content information and to readily assess students' knowledge using multiple-choice exams. Instructors are understandably reluctant to replace such trusted methods that produce a reasonable distribution of grades, require relatively little time for preparation, and provide a substantial measure of control over the classroom environment. Yet educational research shows that such techniques often emphasize low-level thinking skills at the expense of student intellectual development.

Evolving trends in education, coupled with the versatility of emerging technologies, can offer alternative learner-centered teaching methods that encourage students to apply higher-order thinking skills (analysis, synthesis, evaluation) to assist deep learning. The appropriate use of technology can ease the transition from teaching-centered to learning-centered classes and has already been implemented, at least partially, in several institutions.

Technology can be used in general education courses to encourage learning both in and out of class. New e-texts contain hyperlinks that students can use to review supplementary information to help them better grasp the principal concepts of reading assignments. Peer interaction and learning during class can be fostered by the use of an electronic Personal Response System (PRS; www.educue.com) that students can use to anonymously select answers to questions designed to assess student comprehension of key concepts.

Further, technology can provide opportunities for the assessment of student content knowledge independent of class meetings or scheduled exams. Knowledge can be assessed by on-line quizzes presented and graded through programs such as WebCT. Exams may be conducted through a computer-based testing facility. The use of such technologies can allow us to reassign time (e.g., fifteen minutes per Earth Science class at UA) during each class period to active learning exercises.

Finally, the most useful role for technology in the near future may simply be the dissemination of content-specific, pencil-and-paper resource materials that are keyed to potential learning objectives of introductory geology courses.