In recent years the potential of information technology to enhance teaching and learning has been demonstrated in virtually every discipline(学科). At the same time, most faculty have become comfortable using word processing programs, e-mail, and the World Wide Web, and a wider range of user-friendly software has become available. The 1998 National Survey of Desktop Computing and Information Technology in Higher Education revealed that the percentage of college classes using technology continues to increase, with 44.4 percent using e-mail and 36 percent using presentation handouts.
These fairly common uses of technology in the higher education classroom, however, still do not capitalize on the real power of technology to make available real-world situations, aid visualization, facilitate collaborative activity among students, support ysis and synthesis of information, simulate complex environments, and provide continual feedback. These "deeper" uses of technology require conceptualizing the teaching and learning process in a different way and envisioning new instructional approaches that might assist students in attaining course goals.
Educational research reveals that new knowledge grows out of the process of relating new ideas to what we already know and exploring the interrelationships among ideas; new knowledge is not transmitted but is created by the learner. Also, knowledge is constructed by learners as they attempt to make sense out of their experiences and test their own understanding against that of others, notably those of teachers or more advanced peers. Technology can enhance learning by fostering the active processing and application of new ideas and by providing opportunities for students to engage in dialogue about ideas with their peers outside of class time.
Subsequent research at Western Michigan University also highlighted the importance of these factors. Faculty members on that campus were surveyed to identify factors that might influence the use of new instructional technologies. The most important factor identified was the need to be certain that technology would enhance student learning. Other important social factors were compatibility (兼容性) with the disciplines, advantages over traditional instruction, increased student interest, information on materials in the discipline, compatibility with existing course materials, and support from higher administration, chairpersons, and deans. Faculty were also asked to rate the importance of various incentives to use technology. Not surprisingly, released time, student and clerical support, and stipends were important incentives. In addition, however, faculty noted the importance of knowing that their efforts would contribute to promotion and tenure(任期) and would be recognized by the university community.
For what purpose does the writer cite the subsequent research made at Western Michigan University