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• W15067766 abstract "I. Introduction This article describes how a Web-based course authoring software package (Blackboard CourseInfo) was used in the of a survey course in American studies. The changing nature of the educational technology environment is first described in general terms, along with an assessment of whether this current revolution in educational technology is real, or simply the latest in a long line of highly-touted fundamental changes which turned out to have far less long-lasting impact than originally claimed. The software and how it was used is then explained. The paper also describes an experiment in which a group of students was offered the option of taking the course entirely on-line. The surprising student reactions to the offer are described, as well as a research project (conducted by a School of Education MA candidate) to determine why the students reacted as they did. Finally, some student reactions to the use of this Web-based software are summarized, along with some reflections on how this trend toward greater use of computer technology in American studies might play out. II. The changing educational technology environment There is little doubt that the computer has profoundly influenced our personal and professional lives over the past decade. Even at the minimal level of using e-mail and word processing our ability to communicate more effectively and prepare administrative and scholarly documents more efficiently has been deeply and irreversibly affected by the personal computer and the Internet. As one indicator of the pervasive nature of these changes, we offer the results of a survey of 30 students in the Spring 2001 course considered in this paper (American University's course LFS-210, section 01, Latin America: History, Art, Literature): When asked how often they use email, 77% of the students responded daily, and 17% frequently. None indicated that they use email. The same question regarding use of the Internet yielded these results: daily, 67%; frequently, 20%, and never 0%. A total of 93% said they had access to a computer outside of the University's laboratories (some of which are open 24 hours a day). As we will describe below, Blackboard CourseInfo was used in this class, and 69% of the students said they had taken a previous course using this software. Power Point presentation software (described below) was used by both students and faculty in this course, and 55% of the students said they had personally prepared a Power Point presentation; all had seen one previously. The author of this paper, in addition to a permanent position Spanish and American studies, has a temporary faculty administrative assignment as director of American University's Teaching Center, one of whose primary missions is to help more faculty make greater and more effective use of computer-based educational technologies. Here are some of the general observations he shares with colleagues in this process: 1. It (using new educational technologies in your classes) is not hard if you have basic computer literacy. Course authoring software such as Blackboard is very user-friendly, and does not require any programming of sophisticated computer skills beyond simple word-processing and email. In particular, the rather intimidating process of writing HTML (hyper text markup language) is obviated by simple cut-and-paste procedures known to anyone who has worked with a basic word-processing program. 2. Done right, it can make a difference as a supplement to your course. The research literature is beginning to document a persuasive case that effective use of these technologies can improve teaching. Measures of improved teaching are always disputed, but numerical student evaluations of are showing increases in courses which use these technologies in an effective manner. …" @default.
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• W15067766 title "Teaching Latin American Studies with Blackboard CourseInfo Web Software" @default.
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