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   Resources Teaching with Information Technology


  1. Instructional IT Resources
  2. Example Applications of Instructional IT
  3. Critical Essays on Instructional Use of IT

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T his page provides teachers with practical guides and tools for designing courses that incorporate information technology (IT). It also includes carefully chosen sample courses using IT components and critical essays on specific IT applications.


Classroom Collage

Instructional IT Resources

General Resources

Institutional Resources

  • Computers in Composition and Literature (Ohio State U). Provides teaching resources for incorporating computers into English studies. Especially useful are sample class activities using word-processing, computer-mediated communication, and the web.
  • Computer Writing & Research Lab (U. Texas, Austin). Provides links to online courses as well as student, instructor, and scholarly resources for incorporation of instructional technologies into composition and literary studies. Offers Critical Tools, downloadable courseware modules.
  • CourseInfo Global Gateway (Cornell U) Index of courses with a uniform interface for accessing course materials through the web.
  • Humanities Computing Unit (Oxford U, England). Publishes the online journal Computers and Texts, and offers a Guide to Digital Resources in the Humanities.
  • ITForum (U. Georgia). An electronic listserv that discusses theories, research, new paradigms, and practices in the field of Instructional Technology. Posts respond to short papers written by leaders in the field. Previous discussions are archived.
  • Instructional Computing (U. California, Santa Barbara). Provides brief descriptions of campus initiatives using information technologies for instruction.
  • Office of Instructional Technology (U. Michigan). Provides a gallery of web-based projects as well as methods and tutorials for incorporating information technologies.
  • Online Learning (Microsoft). Provides case studies, as well as (obviously) products for implementing online courses.
  • Portfolio of Case Studies (Crossroads, Georgetown U). Reflective case studies about Faculty Investigators' experiences integrating technology in their classrooms, some considering an entire semester-long course and others focusing upon a single aspect of a course.
  • WebCT (U. British Columbia). Provides licensed web tools for creating on-line courses with features such as a conferencing system, on-line chat, student progress tracking, grade maintenance and distribution, auto-marked quizzes, student homepages, and course content searches.
  • The Wellspring: An Online Community of Distance Educators (Instructional Systems Inc. & Teachers College, Columbia U). Provides discussion forums, reading rooms, seminar sessions, and links devoted to distance learning, as well as offering web-based courses.

Individual Resources

  • Bartelstein, Andrea and Anne Zald (U. Washington Libraries). Teaching Students to Think Critically about Internet Resources. This online workshop for faculty and TAs provides resources for evaluating web sites.
  • Embleton, Karla M. (Center for Teaching Excellence/ Instructional Technology Center, Iowa State U). Online Course Material. Part 1 of a 2 part workshop introducing the use of online information and techniques as a teaching tool.
  • O'Donnell, James (U. Pennsylvania). "New Tools for Teaching." Offers practical, step-by-step lists of ways to introduce information technologies (e-mail, newsgroups, gopher, www, moo's) into your teaching.

Example Applications of Instructional IT

Course Web Sites

  • Communication and Technology (Ben Attias, California State U, Northridge). Course takes full advantage of the medium: moo's, student web portfolios, an interactive study guide, and newsgroups. Also includes students' assessment of use of IT in the course.
  • German Through the Media (Robert Godwin-Jones, Virginia Commonwealth U). Course includes student web pages, discussion forums, live chat sessions, and on line resources (in German).
  • Inventing the Subject: Gender, Sex, and Texts, 400-1500 (Martin Irvine, Georgetown U). Course links students to readings and resources for research on the web.
  • Material Aspects of American Life (Mary Corbin Sies, U. Maryland, College Park). Course on the study of material culture using electronic discussions and creating "virtual" exhibitions.
  • Writing About Cyberpunk (Tonya Browning & Mafalda Stasi, U. Texas, Austin). Course uses Daedalus software in computer-assisted classroom and class web site for posting student writing, responses, and web projects. One assignment asks students to evaluate a web site and then redesign one page in html from that site.

Web Syllabi

  • Antebellum Richmond (Scott Nelson, College of William & Mary). Text-only syllabus includes description of web-authoring assignment and grading criteria.
  • Chinese Culture (Paul Halsall, Brooklyn College). Hypersyllabus includes links to readings and all class materials on the WWW, as well as student web pages.
  • From Epic to Hypertext (Jack Lynch, U. Pennsylvania). Hypersyllabus with links to some class readings on gopher.
  • Technoculture from Frankenstein to Cyberpunk (Martin Irvine, Georgetown U). Hypersyllabus includes web-based discussion forums, entirely digital written assignments (no paper "papers"), group web projects, and links to web readings and resources.

Required/Supplemental Hypertexts

Instructional Use of Discussion Forums

Assigned Web Projects

Reference Web Pages

  • The Labyrinth (Georgetown U). Provides organized access to electronic resources in medieval studies.
  • Perseus Project (Tufts U). Acontinually growing digital library of resources for studying the ancient world.
  • Victorian Web (George Landow, Brown U). Contextual resources for courses in Victorian literature.
  • VRoma (Miami U, Oxford & Rhodes College). Virtual community for instruction and interaction (modeled on ancient Rome) and collection of internet resources for teaching Latin and ancient Roman culture.

Critical Essays on Instructional IT

Essays on Specific Applications

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