Search results for author:"Thomas H Spotts"
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Increasing Faculty Use of Instructional Technology: Barriers and Incentives
Thomas H. Spotts; Mary Ann Bowman
Educational Media International Vol. 30, No. 4 (1993) pp. 199–204
Examines factors influencing use of technology by faculty members at an American university. The most important factors are the faculty's need to be certain that the technology will improve student learning and equipment availability. Other factors...
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Teach Graphic Design Basics with PowerPoint
Edward J. Lazaros; Thomas H. Spotts
Tech Directions Vol. 67, No. 3 (November 2007) pp. 21–23
While PowerPoint is generally regarded as simply software for creating slide presentations, it includes often overlooked--but powerful--drawing tools. Because it is part of the Microsoft Office package, PowerPoint comes preloaded on many computers...
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"Using" Computer Graphic Representations to Promote Learning in Elementary Science Courses
Edward J. Lazaros; Thomas H. Spotts
Science Activities: Classroom Projects and Curriculum Ideas Vol. 46, No. 2 (2009) pp. 11–14
This interdisciplinary activity promotes science, technology, and language arts and is well suited for upper elementary grade students. In the activity, students' research about a teacher-assigned weather phenomenon facilitates their study of the...
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Gender and Use of Instructional Technologies: A Study of University Faculty
Thomas H. Spotts; Mary Ann Bowman; Christopher Mertz
Higher Education: The International Journal of Higher Education and Educational Planning Vol. 34, No. 4 (1997) pp. 421–36
A study of instructional technology use by 367 faculty at a medium-sized public university found males rated their knowledge and expertise with some innovative technologies higher than did females. Little difference was found in frequency of use;...