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Can faculty expertise be sustained with curriculum development?: Technology and the Judgment Curriculum Project.
PROCEEDINGS

, Boston University School of Education, United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The Boston University PT3 grant project proposed first to train faculty to use technology and then to sustain the gained expertise in a curriculum development project. Education faculty gains in integrating technology into their teaching and their modeling of that use were clearly demonstrated in phase one of the project. In phase two, faculty were challenged to produce innovate, interdisciplinary curriculum development projects investigating judgment in their discipline. Prototypes of the Judgment Curriculum produced in phase two of the project demonstrate an intersection of technology competence and innovative, question driven instruction. Preliminary data show strong gains in faculty use of technology in their teaching and in faculty requirements that their students use technology in education coursework. Student production of JC lessons remains a challenge.

Citation

Whittier, D. (2004). Can faculty expertise be sustained with curriculum development?: Technology and the Judgment Curriculum Project. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3445-3450). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2019 from .

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