Cuban (2001) Chapter 4 ‘New technologies in old universities’.
1. What access to technology did the students and professors have at Stanford?
pg 110 – 114
school of medicine – interactive software.
study reports physical access of technology by different faculties.
Seems that different faculties (students and lecturers) have different access and different uses. This might be due to different subjects being studies (refer to block 2?)
Difference in faculties & departments adaptation to technologies (pg 128)
Distance-learning program – Stanford online (pg 128 – 129)
2. What kinds of teaching does Cuban describe?
pg 115 – 129
‘dominant teaching practiices remained largley constant…’pg 129
Minority of the entire faculty adopted ‘case-study method, project-based teaching, problem based learning and other innovative approaches, using computer simulations and applications’pg 129
Two main uses of computers by faculty members (pg 126-127);
1) use of computer to prepare for instruction – quiet high use
2) use computers during instruction – very low
3. Do you believe this kind of teaching is reflective of teaching in university today (either in general or related to your own experience)?
My University experience goes back 5 years…diploma in computer studies. This course might not reflect the normal univ life as we were used to having lessons in computer laboratory. Practical exercises put the focus more on us learners but still tutors had a lecturing attitude. Not sure about how university teaching is nowadays. From my limited contact with univ students, it seems that they are still crammed in large groups where lecturing is predominant. Although similarly to what we have read, seminars and small group lessons are gaining popularity. This might be due to the increase in student population at the University of Malta, with a wider choice of subjects and a larger recruitment of part time lecturers.