Faculty who use the University of Cincinnati's electronic classrooms were asked about ways they use the equipment and how it supports student learning. For example:
P. K. Sen, accounting and information systems
I cannot teach without these (electronic tools) because I have made permanent adjustments to my way of teaching. I do not bring any notes. I log on to my I-drive (Internet) and run PowerPoint slides from there. I also launch spreadsheet and other applications as needed and retrieve the relevant files as if from my own computer. I also show VCD/video segments from news items that are of interest. Access to the I-drive allows for much flexibility in teaching; it allows me to go back to previous presentations -- not possible if I am bringing in one diskette for each class -- and other documents based on class discussions.
Mary Beth Debs, English and comparative literature
We show and discuss online sites, videos, texts, graphics, etc. Sometimes, instead of my reading a poem, we can hear the poet read (his/her) poem online. ... I may have 10 different majors in this course, so when we talk about 'reports,' I can easily show examples from 10 different fields and their differences. … I'll never give up the chalkboard, though!
Joseph Zins, teacher education
When I have the equipment available, I find myself far more enthusiastic about updating and changing the material for class. I think it's also more interesting to students. I enjoy preparing for class (where there are electronic tools) more than in other classrooms, so hopefully it leads to higher quality instruction.
Craig Dietsch, geology
Geology is an extremely visual/observational science, and most students have never seen geological features such as tall mountains, glaciers, the ocean floor. Thus, it is essential to have this (equipment) to present a wide variety of pictures, maps, diagrams and cross-sections.
Steven Howe, psychology
There is no moment in class when I'm not projecting something -- PowerPoint, Excel, Spss (data analysis) -- and doing work on Blackboard. It's not a matter of augmenting my teaching; it is my teaching.