where we are right now when it comes to technology and theological education. This study will attempt to provide such a description. Description of the StudyWith the support of a Wabash Center sabbatical research grant we have been able to gather data from 43 seminaries in North America in order to gain an overview of the attitudes that theological educators have towards technology and the various ways in which they are making use of it to form people for ministry.Questions like these were key to our study:• What parts of the theological curriculum are you willing to trust to electronically mediated tools and processes? Where do you draw the line? Why there?• How does this relate to your vision of proper theological formation?• How does this relate to your vision of good pedagogy?• How does this relate to your understanding of the needs of the Church?With the help of personnel from both the Association of Theological Schools and the Wabash Center, I formed a series of questions, which comprised our basic interview. It began with questions about the institution's history with technology, including such issues as training and support for faculty and students in the use of technology, community attitudes towards the use of technology, best practices in the use of technology for teaching and learning, and the nature of any electronically mediated delivery systems they may be using. The questions then moved to the role of technology in the various areas of the theological formation curriculum. Finally, the interview concluded with a few questions about an institution's assessment of the effectiveness of its use of technology in teaching and learning. At the time of the formative assessment of our research process Abstract. This essay explores the terrain of technology in theological education and offers a typology for how technology is used in seminary contexts. The author surveys 43 seminaries in North America to gain insight into the attitudes of faculty toward the use of technology in their teaching and for use in the preparation of ministers. Reflections on the typology in the concluding section offer fuel for subsequent work on the topic.
Based on results from interviews with theological educators at forty-five seminaries in NorthAmerica, the author begins by listing twenty-six concerns expressed about technology in theological education, particularly the concerns about electronically mediated distance education. These concerns are categorized loosely under three headings: Practical and Personal Concerns, Pedagogical and Educational Concerns, and Philosophical and Theological Concerns. More important than the list is the sociology of decision-making surrounding technology among theological educators. In the final section of the article entitled, "how concerns about technology function within institutions," the author discusses how it is that these concerns are allowed to function in very different ways across the spectrum of theological education today. Delamarter 132Columbia
Digital technology offers a host of opportunities and challenges for theological education. In this essay the author considers possible futures for theological education through creative uses of technology. The first half of the essay identifies five areas in which theological educators have had to gain technology skills in the last several years: 1. Individual facility with a personal computer; 2. Functioning capably in a connected world; 3. Information literacy for research and ministry; 4. Technology for face-to-face instruction; and 5. Technology for asynchronous teaching and learning. The second half of the essay identifies the forces that will likely drive technology learning for theological educators in the coming few years: 1. The pressure to meet student expectations; 2. The pressure to enrich the classroom experience by engaging the visual learner; 3. The pressure to enhance the traditional course through richer pedagogical strategies available with technology; and 4. The pressure to offer distance programs.
Seminaries across North America are continuing to expand their use of technology for theological education. This article explores eight issues surrounding the strategic planning process when it comes to technology. These have to do with the obstacles to fresh thinking, the current best practices in strategic planning processes, detailed discussions of the impact of various models of technology for theological education on faculty, Information Technology personnel, and students as well as the issues surrounding delivery system models and the issue of sustainability.A third set of details need to be thought through. These relate to the delivery system model selected for the technology-enhanced course. These models will have differ-
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