There were a variety of projects that enabled me to learn new skills so that I could: a) sample a variety of options for creating on line courses; b) conduct online discussion assignments for undergraduate and graduate students, c) create lectures in power point and d) enhance my teaching through the use of digital photos and digitized video of children's learning in classroom settings. Each of my courses now has a web page using a variety of different online programs including a course page for EDB 421/521, created in ERes, a course page for EDC 410/511 created in VLT, and a course page for EDB 421/521 created in Ctools. I designed the courses so that the course pages were heavily utilized by students. The course pages are password protected but you can contact me and I would be happy to assist you.

The online discussions went well for both graduate students and undergraduates, as well as novice and experienced technology users. I enjoyed being able to read student's comments, reflections and ideas, especially those students who never participate in class. I was pleasantly surprised to read about their first hand experiences as well as their insights into development. I believe the online discussion board helped the students create a learning community which encouraged an intellectually stimulating exchange of ideas. I was especially pleased to be able to use online discussion boards to differentiate the learning experiences of graduate and undergraduate students who are enrolled in the same classroom. 

In comparing ERes, VLT, and Ctools  I found that more students encountered problems being able to get onto VLT and access articles. Students complained about having to go to the computer wing before 5:00 p.m. to set up a kerberos password in oreder to use Ctools.  I found it easier to fax over an article to the library and post it on Eres than to scan the article and make a link.  I posted my powerpoint lectures on VLT and several students faced hurdles of  passwords that would not work. For EDC 410/511, I eventually made an ERes page and posted articles and power point lectures on both. I liked many features of CTools and found it easy to use but I did not get answers to my questions from Ann Arbor, As a first time faculty user the technical support for using Eres was the best. 

As for using power point, it was a mechanical task and resulted in prettier overheads. I was not convinced that it was essential to the quality of my teaching the class but I do think that students may learn more when power point slides are available for them to copy before or after class. In addition, when developing instructional modules for online courses,  putting lecture content on power point will be essential. In all the other courses I teach I now use power point to prepare my lectures and I post the power point presentations on the course web page. I encourage students to print the power point slides as handouts in order to study for exams, obtain class information when absent, and reduce their note taking in class. I found that scanning pages from books and children's work samples as well as inserting digital photos in my power point slides enhanced my teaching by providing more visual examples to students.   

This experience has profoundly and positively impacted my enthusiasm for using technology when teaching.  I am excited about continuing to use technology to enhance my teaching. Each course I teach will continue to have a web page for course readings and materials as well as online discussion boards when appropriate. I feel like I  now possess the skills and experience to teach courses on line as well as to find new ways to enhance teacher preparation courses through the integration of technology.