Year: 2011
Type: article
Abstract: The Integrating Technology in the Classroom track provided valuable insights into both the benefits of incorporating technology into undergraduate political science classrooms and the concerns these interventions can generate. The benefits discussed by the track's 24 participants were numerous and varied, ranging from enhancing participation in very large lecture classes to increasing students' “political Internet literacy” and public trust in government and to making learning more participatory and active through technological simulations. Concerns fell into three main categories: (1) legal concerns regarding student information posted publicly online and the necessity (and challenges) of obtaining institutional review board (IRB) clearance for classroom research; (2) the time required to adopt new technological techniques; and (3) the need for stronger research designs and evaluative measures to effectively assess learning outcomes of different technology interventions. Despite these concerns, there was broad consensus among track participants that technological interventions have the potential to enhance and ultimately transform undergraduate political science education. Here we highlight the central benefits, challenges, and concerns addressed by the track's five papers, and the discussions they generated.
Source: PS Political Science & Politics
Authors: Maureen Feeley, Ben Epstein
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W2157517453