From Dogmatic to Dynamic: Using Technology in Teaching

Cynthia K. Russell, PhD, RN, CS¹ 

Vicki S. Murrell¹ 

Cheryl C. Stegbauer, PhD, RN, CS¹ 

Abstract     The evolution of teaching enables faculty to accommodate the needs of today's learners through increased understanding of andragogy, the art and science of helping adults learn.  Faculty must constantly evaluate the meaning and
impact of our methodologies in order to effectively facilitate students' ongoing acquisition and management of information.  As we know more about learning, we realize the need for a more non-linear, discursive, student-centered experience. Given the increasing amount of information to be synthesized, the need for collaboration in the workplace, and the marketability of processing and problem-solving, the constructivist argument for experiential learning cannot be ignored. Our teaching must meet the needs of our students, most of whom are self-directed, experienced adults with dynamic lives and interests.

The College of Nursing at the University of Tennessee, Memphis has a long history of educating advanced practice nurses and being a leader in using technology to meet teaching/learning goals. We will use examples of technology-facilitated learning experiences that we have incorporated in our advanced practice nursing programs. In addition, we will integrate these experiences with those of workshop participants as we facilitate a workshop designed to challenge, stimulate, and encourage andragogically sound educational experiences. Technology can accommodate the absorption and synthesis of information in varied ways, from facilitating collaborative work to providing concrete experiences. This workshop will provide participants with opportunities to consider their own teaching and learning experiences and to modify those preferences in order to adapt to the information age and in keeping with crucial assumptions of andragogy.

After participating in this WORKSHOP, conference attendees will be able to:

1. differentiate pedagogical and andragogical teaching/learning strategies

2. evaluate the meaning and fit of technology-supported teaching strategies in relation to students' learning needs within various courses

3. identify technology-supported teaching strategies that can be implemented to assist students in acquiring and managing information

4. include at least one new technology-supported teaching strategy in an upcoming course

Source     Workshop presentation for the 26th Annual Meeting of the National Organization of Nurse Practitioner Faculties (NONPF), April 2000, Washington, DC.

Author Affiliation

1. College of Nursing, University of Tennessee, Memphis, Memphis, TN, USA