Resources

A site is designed to stimulate theological reflection on the uses of technology in theological education, with links to sites on a host of issues on teaching and technology.

An essay for students on the web page of Dartmouth’s Writing Program.

A 1985 essay by William G. Perry that analyses how to adapt to student expectations of teachers and the classroom. Reprinted from On Teaching and Learning, Volume 1 (1985)

Excellent, simple to use; a long list of teaching strategies and things to consider, from one of the best teacher resource centers, UC Berkeley. A “cliff notes” version that has been expanded into publisher Jossey-Bass’s landmark "Tools for Teaching."

Worksheet for assessing a syllabus

Analysis and guidelines to help you maintain a focus on learning, study the learning process, and plan curriculum, instruction, and assessment.

A course, a resource, and a source of knowledge about learning, how it can be developed, and how it differs among learners.

University Teaching: An Introductory Guide is a vital tool for the new lecturer that aims to encourage and support an inquiry into university teaching and academic life. This book understands that teaching is not discrete but one of many activities integrated in academic work. It recognizes that teaching is directly affected by administrative concerns such as timetabling and workload demands, departmental culture, disciplinary research expectations and how we think about the purposes and values of higher education. The new lecturer must learn to adapt to and shape the circumstances of their academic work. Understanding that teaching is an integral part of this work, rather than a dislocated discipline, can help us think about practice in new ways. Harland argues against the teaching-research divide and popular opinion that ‘teaching takes time away from research’. He proffers the sentiment that all aspects of academic practice need to be considered when inquiring into learning how to teach, and that teaching is better understood when it is firmly embedded and integrated in this work. Writing from his experience extracted from a ten-year research project working with early career staff, he addresses popular concerns of academics, including: Lecturing Peer review of teaching Discussion as an approach to teaching Research and the new academic The subject and the idea of critical thinking This clearly written and practical book will be ideal for all new lecturers in higher education, and also more seasoned academics wishing to progress their professional development. (From the Publisher)

Click Here for Book Review Abstract: The Handbook of Design in Educational Technology provides up-to-date, comprehensive summaries and syntheses of recent research pertinent to the design of information and communication technologies to support learning. Readers can turn to this handbook for expert advice about each stage in the process of designing systems for use in educational settings; from theoretical foundations to the challenges of implementation, the process of evaluating the impact of the design and the manner in which it might be further developed and disseminated. The volume is organized into the following four sections: Theory, Design, Implementation, and Evaluation. The more than forty chapters reflect the international and interdisciplinary nature of the educational technology design research field. (From the Publisher)

Click Here for Book Review Abstract: With advancements in technology continuing to influence all areas of society, students in current classrooms have a different understanding and perspective of learning than the educational system has been designed to teach. Research Perspectives and Best Practices in Educational Technology Integration highlights the emerging digital age, its complex transformation of the current educational system, and the integration of educational technologies into teaching strategies. This book offers best practices in the process of incorporating learning technologies into instruction and is an essential resource for academicians, professionals, educational researchers in education and educational-related fields. (From the Publisher)