Faculty Development by Design: Integrating Technology in Higher Education

243 Pages·2007·0.903 MB·English

by  Punya Mishra, Matthew J. Koehler, Yong Zhao

Faculty Development
by Design
Integrating Technology in
Higher Education
A volume in
Research Methods for Educational Technology
Series Editor:
Walter F. Heinecke, University of Virginia
Research Methods for
Educational Technolgy
Walter F. Heinecke, Series Editor
Technology and Assessment: The Tale of Two Interpretations (2006)
edited by Michael Russell
Qualitative Research Methods for Education and
Intstructional Technology (2004)
edited by Mukta Jost and Rema Nilakanta
What Should Teachers Know About Technology:
Perspectives and Practices (2003)
edited by Yong Zhao
Methods of Evaluating Educational Technology
edited by Walt Heinecke and Laura Blasi (2001)
Faculty Development
by Design
Integrating Technology in
Higher Education
edited by
Punya Mishra
Matthew J. Koehler
and
Yong Zhao
Michigan State University
IAP
INFORMATION AGE
P U B L I S H I N G
Charlotte, NC (cid:129) www.infoagepub.com
Library of Congress Cataloging-in-Publication Data
Faculty development by design : integrating technology in higher education /
edited by Puny Mishra, Matthew J. Koehler, and Youg Zhao.
p. cm. -- (Research methods for educational technology)
Includes bibliographical references.
ISBN-13: 978-1-59311-582-1 (pbk.)
ISBN-13: 978-1-59311-583-8 (hardcover)
1. Education, Higher--United States--Computer-assisted instruction. 2.
Educational technology--United States. 3. Teachers--Training of--United
States. I. Mishra, Puny. II. Koehler, Matthew J. III. Zhao, Youg.
LB2395.7.F32 2007
378.0071'5--dc22
2006033092
ISBN 13: 978-1-59311-582-1 (pbk.)
ISBN 13: 978-1-59311-583-8 (hardcover)
ISBN 10: 1-59311-582-2 (pbk.)
ISBN 10: 1-59311-583-0 (hardcover)
Copyright © 2007 IAP–Information Age Publishing, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, microfilming, recording or otherwise, without written permission
from the publisher.
Printed in the United States of America
For our parents
Kanan & Benoy
Mary, John, Karen, and Dan
Guangming and Guangzheng
Who taught us that…
Design is not for philosophy—it is for life.
—Issey Miyake
As with most media from which things are built, whether
the thing is a cathedral, a bacterium, a sonnet, a figure or
a word processor, architecture dominates material. To
understand clay is not to understand the pot. What a pot
is all about can be appreciated better by understanding
the creators and users of the pot and their need both to
inform the material with their meaning and to abstract
meaning from the form
—Alan Kay

CONTENTS
Acknowledgments ix
Editor’s Preface xiii
1. Communities of Designers: A Brief History and Introduction
Punya Mishra, Matthew J. Koehler, and Yong Zhao 1
2. Infusing Technology in Teacher Education: How Does
Learning Guide Design?
Cheryl L. Rosaen and Sharon Hobson 23
3. Odyssey in Technology: A Quest to Design Interactive Contexts for
Exploring Children’s Responses to Literature
Laura Apol and Sheri K. Rop 49
4. Sexy Beast: The Integration of Video Technology in an
English Methods Course
Leslie David Burns and Stephen Koziol 71
5. The Technology and Literacy Project: Crossing Boundaries to
Conceptualize the New Literacies
Dorothea Anagnostopoulos, Jory Brass, and Dipendra Subedi 93
6. Maps & More: Engaging Maps and Social Science Data as
Narratives About the World
Avner Segall and Bettie Landauer-Menchik 113
7. Collaborative Development of Technology-Based
Social Studies Materials
Timothy H. Little 131
vii
viii CONTENTS
8. Design as Professional Development: The Inner and Outer Journeys of
Learning to Develop Online Learning
John M. Dirkx 147
9. A Faculty Member’s Journey in Using Technology to
Enhance Learning
Ann E. Austin 167
10. Integrating Technology Through Community-Based Design
Martin Oliver 185
11. Communities of Designers: Transforming a
Situation Into a Unified Whole
Bertram C. Bruce 205
About the Authors 221
ACKNOWLEDGMENTS
It is good to have an end to journey toward, but it is the journey that matters,
in the end.
—Ursula K. LeGuin
The coming together of this book has been like a long distance run.
When we first taught a faculty development course back in the spring of
1999, little did we know that we had initiated a process that would take
years to unfold, (and, in fact, it continues even today). We had no idea
that this small group of 5 faculty members and 18 graduate students
would soon encompass dozens of faculty members, staff and students,
involving almost every department in the College of Education. Clearly
this book (and the project on which it is based) has been a collaborative
effort, the result of years of work by many people—and, in fact, is a fine
example of the very philosophy it preaches. This large cast of characters
means that our debts are many, and naming them all, an onerous and
possibly impossible task. It is to be expected that we will miss naming
some, and for that we apologize in advance.
To start, we would like to thank the person who initiated this whole
thing 5 years ago—Carole Ames, the dean of the College of Education
at Michigan State University. She came up with the idea of the faculty
development course, and has supported it with both money and
encouragement over the years. She has been a strong advocate of
thoughtful technology integration in higher education and this project
would not have gotten off the ground without her unstinting guidance
and support.
ix