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Social Science Computer Review, Vol. 22, No. 4, 405-425 (2004)
DOI: 10.1177/0894439304268646
© 2004 SAGE Publications

What Have We Learned From 15 Years of Supporting the Development of Innovative Teaching Technology?

Myles Boylan

National Science Foundation, MBoylan{at}nsf.gov

In those disciplines, departments, and institutions that have been investing significantly in technology, there is growing evidence that this is now paying off in the form of better retention of underrepresented groups of students and better student learning. Investment in education technology across disciplines and institutions is uneven. In no single discipline has a majority of the national faculty begun to use teaching methods that rely strongly on education technology. Economics is clearly laggard when compared to disciplines in the physical sciences, engineering, and mathematics, yet on the innovation frontier, there are highly promising technologies that have been created and are being tested. Assessment is receiving growing attention, and there is high promise of large advances.

Key Words: active learning • Aplia • case studies • Comlabgames • computer-aided instruction • educational technology • EconPort • GIS (Geographic Information Systems) • information technology • Internet • JiTT (Just-in-Time Teaching) • LON CAPA (Learning ONline Computer Assisted Personalized Approach) • microdata files • NSDL (National STEM Digital Library) • NSF (National Science Foundation) • online courses • OWL (Online Web-based Learning) • PowerPoint • PSID (Panel Study on Income Dynamics) • passive learning • portfolio assessment • STEM (science technology engineering and mathematics) • SimEcon • SSDAN (Social Science Data Analysis Network) • SPACE (Spatial Perspectives on Analysis for Curriculum Enhancement) • SALG (Student Assessment of their Learning Gains) • TUCE (Test of Understanding in College Economics)


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[Abstract] [PDF]