Digital Technologies and the Scholarship of Teaching and Learning in Sociology

Examining the connection between classroom technology and student engagement

“…Many academicians view the use of technology as the future of higher education pedagogy for classrooms of all sizes and emphases (Hughes, 2007;Berrett, 2012;Young, 2012). In turn, students increasingly expect to be engaged by technology (Benson, Ore, & Haney, 2002).…”

Use of multi-modal media and tools in an online information literacy course: College students' attitudes and perceptions

“…Studies have shown that the use of ICTs by instructors and students is increasing both in and out of classroom. 1,2,3,4,5,6,7 The increasing usage is a result of university investments in campus information infrastructure and technological implementation as well as studies of pedagogy; however, in the meantime, the increase also demonstrates continuing demands on campus. 8,9,10 These demands are accompanied by high costs.…”

Introducing digital technology tools into a traditional liberal arts program : an exploratory case study

“…Georgina and Olson (2007) further noted research confirming that high-level technology users perceived a greater benefit in introducing and utilizing technology than did low-level users (p. 3). Although Benson et al (2002), raised questions regarding systemic evidence that computer-related instruction actually produces effective learning (p. 142), the emerging literature has focused on demonstrated and effective learning outcomes primarily in K-12 settings.…”

“…Benson et al (2002) observed that when the introduction and/or expansion of digital technology is promoted as a socialization and learning enhancement tool, the instances of students responding with more meaningful and thoughtful interactions increase. (p. 143).…”

“…As students perceived that new instructional technology would increase the probability of goal attainment, they were more likely to have a positive attitude toward the technology (p.132). Benson et al (2002) cautioned that technology does not determine learning outcomes; rather, results are shaped by the choices that faculty, students, and others make about the objectives, content, and pedagogy that give meaning to and/or constrain those choices (p.141). Blended learning, the authors noted, has the potential to provide a context for effectively "inverting the classroom" because it allows faculty and students with different learning styles to "collaborate, conduct group research and problem solving tasks, with education technology at the core of the learning mode" (Benson, 2002, p. 143).…”