Technology revolution sneaks on campus

Michael Robinson knows a thing or two about the hazards of using a chalkboard as he lectures.\n"I always get dirty ... and I should never wear black or dark blue," he said. \nRobinson, a professor in the East Asian Languages and Cultures department, went on to explain he actually prefers traditional blackboard lectures over high-tech media presentations, in spite of the danger chalk dust poses to his wardrobe. But in recent years, growing criticism of chalkboards and the expanding scope of technology have spurred a revolution in note-taking -- and learning -- for college students across the nation. \nA proposal designed and implemented by University Information Technology Services has essentially mapped out the progress of this revolution at IU. Known as the Teaching and Learning Information Technologies Strategic Plan, its two main goals are to increase the technological capacity of classrooms on campus and then to sustain that capacity. The five-year plan was set in motion four years ago and continues to make progress.\n"Originally, we focused technological installations in areas where renovation was taking place, mainly in larger classrooms. But many faculty members were finding themselves disenfranchised because they were teaching smaller or medium-sized classes in classrooms that lacked permanently installed technology," said Beth Van Gordon, UITS director of learning operations. \nGarland Elmore, associate vice president for teaching and information technology, agrees. \n"I think we're leading in the commitment we've made to general inventory classrooms," he said. \nThe technology found in these lecture halls and large classrooms usually consists of an LCD panel, a computer with laptop interface and VCR/DVD capabilities. Professors teaching small classes can request mobile technology units to meet their needs in classrooms where such equipment hasn't yet been permanently installed. The next step of the strategic plan is to install similar technology in small classrooms.\nIf all goes according to plan, four out of every five general purpose classrooms on the Bloomington campus will house permanently-installed equipment by the year 2010. \nMaintenance and sustainability of the equipment will be important factors as UITS continues to increase the technological capacity of classrooms across campus. Action 21 of the Strategic Plan provides for annual funding to replace older equipment. The life cycle of computers is assumed to be three years. \n"One of our guiding principles was to make sure that we had annual funding for life-cycle replacement ... Funding varies a bit from year to year, primarily because we have enjoyed a decrease in pricing," Van Gordon said.\nThe proliferation of high-tech equipment in classrooms at IU appears to reflect a nationwide trend. \nBut some argue a teacher's choice of medium has become such an issue that the most important focus -- the content of the information being taught -- has been unjustly taken away.\nDiana G. Oblinger is a vice president of EDUCAUSE, a nonprofit organization that aims to promote the use of information technology in higher education.\n"The first thing to focus on is not the technology ... The important thing for a faculty member is, 'What do I want the students to learn?'" she said.\nFolklore and ethnomusicology professor Sue Tuohy agrees. \n"People learn through various channels ... You have to get everyone in terms of learning style, so you have to have a combination of oral, visual and written," she said.\nOne of the most common software titles used to aid lecture has been PowerPoint. While the use of this program and others in the classroom continues to grow, it has not been without a fight. In the pursuit of the perfect lecture -- when all students are engaged in the subject matter -- there has been a backlash against PowerPoint by some professors.\n"I prefer the chalkboard and have not really considered shifting to PowerPoint. The board helps me move around as I lecture," Robinson said. "I think PowerPoint kills spontaneity, and also reduces more complex thoughts to brief bullet points ... I find that I get the students more engaged on the board. They don't know what will come out as I write."\nEven with technology installed in every classroom, the likelihood of chalkboards solely becoming a relic of the past is small.\n"There are some disciplines that really prefer chalkboards -- for example, math," Van Gordon said. "Our intent is to design more functional and serviceable classrooms to meet the needs of today's educational environment."\n-- Contact staff writer Kate FitzGerald at kafitzge@indiana.edu.