Imagine the possibilities of increasing the use of technology in teaching, and imagine the impact of teaching with technology on student engagement (Grasha and Yanbarger-Hicks, 2000). The pervasiveness of technology in the workplace demands that we provide technology in the classroom. While most faculty support and participate in professional development opportunities, most professional development does not include the integration of technology into teaching (Chism, 2004; Schuetz, 2002). The presence and availability of newer technologies for teaching and learning are integral in demonstrating the viability of programs and the desire to prepare graduates for success (Moquin and Travis, 1999). This technology has the potential to change the learning experience in a positive manner (Green, 1999), and demonstrate the commitment to educational innovations.
Chism, N. (2004). Using a framework to engage faculty in instructional technologies. Educause Quarterly, 27(2), 39-45.
Gilbert, S. (1995). Technology & the changing academy. Change, 27(5), 58-61.
Gilbert, S. (1996). Making the most of a slow revolution. Change, 28(2), 10-23.
Grasha, A., & Yanbarger-Hicks, N. (2000). Integrating teaching styles and learning styles with instructional technology. College Teaching, 48(1), 2-10.
Green, K. (1999). When wishes come true. Change, 31(2), 11-15.
Moquin, B., & Travis, J. (1999). Community colleges on the highway: Major issues for technology planning. Community College Journal of Research and Practice, 23(2), 147-159.
Schuetz, P. (2002). Instructional practices of part-time and full-time faculty. In C. L. Outcalt (Vol. Ed.), Community college faculty: Characteristics, practices, and challenges. New directions for community colleges. Number 118. (pp. 39-46).