Open AccessInformation and Communication Technologies: Views of Canadian College Students and “Excellent” Professors
Author(s) -
Catherine S. Fichten,
Mary Jorgensen,
Alice Havel,
Laura King,
Alex Lussier,
Jennison V. Asuncion,
Jillian Budd,
Mai Nhu Nguyen,
Rhonda Amsel
Publication year - 2018
Publication title -
journal of education and training studies
Language(s) - English
Resource type - Journals
eISSN - 2324-8068
pISSN - 2324-805X
DOI - 10.11114/jets.v6i9.3390
Subject(s) - psychology , checklist , icts , information and communications technology , educational technology , information technology , likert scale , emerging technologies , pedagogy , medical education , mathematics education , computer science , world wide web , medicine , developmental psychology , artificial intelligence , cognitive psychology , operating system
We explored students’ perspectives about their professors’ use of information and communication technologies (ICTs) and compared these to the views of professors deemed by their students to be excellent in their use of ICTs. 311 students completed an online questionnaire and nominated up to three of their professors who used technology in a way that worked well for them. We conducted semi-structured interviews with 114 of the nominated professors, who also completed a checklist of technologies used in their teaching. There are some technologies that students said worked well for them that not many professors used in their teaching, such as online tests / quizzes, podcasts, and clickers. However, there were some technologies that both students and professors agreed did not facilitate learning, such as digital text books, blogs and chat rooms. Finally, there was also agreement among professors and students about technologies that did help with learning, such as e-mails, videos and online submission of assignments.Both student and professor perspectives need to be considered when evaluating what technologies work in teaching. Future research should examine why students prefer certain technologies. In addition, reasons for the discrepancies between professors and student views needs further investigation.