So with the literature pointing heavily to demonstrated effectiveness of enhancing the curriculum and the learning process/environment, it becomes difficult to think that anyone might not benefit from technology usage. That is, until I think about the reasons behind the incorporation. Does the student being taught by a faculty member who is required to teach an online course yet has no desire to do so benefit? Does incorporating the use of a virtual world truly enhance the curriculum? Or, is it being used to attract students to a course that “needs the numbers” so faculty can prove its worth to administration. These are the types of questions I struggle with. I love using technology in the classroom environment. I love trying to find different, meaningful, ways to connect with students. But, I fully believe the teaching comes first.

In thinking about overcoming the potential negatives, I believe it would help faculty to have a program of professional development in place (and supported by administration). I believe we need to think wisely about *why* we want to incorporate technology into our curriculums (and have some conversations about that!). I also very much appreciated the commentary in the podcast for this week acknowledging that peer instruction (in the use of technologies) is a great benefit to faculty members. I would also add that peer observation could be a wonderful entry point to new conversations about technology in the classroom (this is something I don’t we do well in academe, but that’s for another post!) . And, I feel very strongly that we do no favors to our students or our colleagues when we foist directives regarding technology onto faculty. Certainly all should be encouraged to explore and use and test different methods and tools but, there are times when the technology can become a burden to the teaching that needs to be done.

Thank you again for all the great resources!