Key points are not available for this paper at this time.
Abstract To understand the creative possibilities for the instructional uses of technology, it is important to understand what professors’ are thinking about or imagining they could be doing. This article describes how an analysis of teaching improvement grants can inform us regarding professors’ instructional choices for the use of technology in higher education. An analysis over 6 years of award winning innovative technology proposals emphasized the positive practices that were being proposed, the importance of situating the analysis within an historical framework (eg, over time, culture, infrastructure) and the value of focusing on professor thinking that precedes teaching action and subsequent evaluation of its impact on learning.
McAlpine et al. (Fri,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: