P. Lackie, Implementing technical innovations in the curriculum - Guidelines for faculty and technical support staff, SOC SCI C R, 17(2), 1999, pp. 189-195
This is the second in a pair of articles originally written for the Computi
ng in the Social Sciences conferences in 1997 and 1998. The first, "The Par
adox of Paperless Classes'' examined our sometimes surprising experience in
implementing a paperless class format (with a focus on courses that use a
campuswide network to facilitate the electronic "handing in" and return of
student work). The present article specifically addresses the utility of a
dialogue between technical support staff and faculty interested in using co
mputer technologies in their classes. The introduction of computing technol
ogies into the classroom, often apparently simple on the surface, can actua
lly increase the variables in the teaching environment an order of magnitud
e beyond what any otherwise prepared professor might expect. Maintaining cl
ear lines of communication between faculty and technical support staff befo
re and during a course is essential for the mitigation of problems as they
arise in the process of a course. Debriefing after the course will help wit
h all subsequent courses.