Using a Blended Learning Format to Extend the Influence of a Technological Literacy Course

In 2000, an interdisciplinary course was introduced that explores a historical perspective of the development of technology in a global context. This junior level course traces the interconnected events and cultures in which technology developed. It investigates how technologies are interrelated and how cultural factors affect the acceptance or rejection of technology. The intent of the course was to enhance the student’s understanding of how technologies developed and why. This Technological Literacy course began with one instructor and only one section with 20 students. Gradually over the years, as new creative ways to present the material were implemented, the popularity of the course rapidly increased resulting in expansion of the number of sections offered and instructors participating. Currently over 14 sections are offered each academic year with over 700 students taking part in the learning process. Initially, the course was classroom based using the traditional model of lectures and discussions with a few videos included for variety. In the fall of 2001, a degree completion program was launched at a group of Community Colleges located throughout the State and Region. This extended the reach of the course by offering it in a distance-learning format utilizing electronic delivery initially over the statewide K-20 network and then using WebEx. This format included the use of a traditional classroom equipped with television cameras and sound equipment to transmit the learning experience to the distant Community Colleges. Students taking the course at remote Community Colleges could view the class live as it was happening and ask questions in a real-time fashion just as if they were sitting in the traditional classroom. In addition, a Learning Management System (LMS) allowed Internet access to course materials, asynchronous communication between the faculty member and students, along with a way to submit assignments and provide feedback. The first few course offerings were basic. However, as new technologies emerged and enhanced teaching methods were utilized this changed rapidly. This paper reviews the challenges encountered and describes the continuing efforts to extend the reach of a traditional technological literacy classroom course by utilizing a blended learning format.