David F. Carr, Information Week
Professors at top research universities are highly skeptical of the value of the instructional technologies being injected into their classrooms, which many see as making their job harder and doing little to improve teaching and learning. That’s the conclusion of “Technological Change and Professional Control in the Professoriate,” published in the January edition of Science, Technology & Human Values. Based on interviews with 42 faculty members at three research-intensive universities, the study was funded under a grant from the National Science Foundation and particularly focuses on professors in the sciences, including chemistry and biology, with anthropology thrown in as a point of comparison.
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