University students have plenty to think about this time of year. Returning to school, finding classes and textbooks and braving the winter elements just brush the surface among them. If there’s one thing a student burdened with responsibility doesn’t want to worry about, it’s whether their professors are as prepared for the new term as they are.
In 1997, Blackboard Inc. came onto the scene and changed the way universities share information. Thanks to its innovative, software-based capabilities, teachers suddenly had a forum to post information for mass dissemination. Announcements, notes, class grades and more could be uploaded onto the Blackboard site, and students enrolled in the class could access that information within seconds.
This era of digital innovation goes far beyond software programs such as Blackboard, though. Chalkboards have made way for computers. Overhead projectors are replaced by PowerPoint slides. Even windows, like those in some Lillis classrooms, are now remote controlled. And while older methods can certainly still be effective, ignoring changes in technology is detrimental not only to students, but to the integrity of the academic process as well.
Ten years have passed since Blackboard’s inception. Many professors here at the University adopt the program into their curriculum regularly. However, some teachers are failing to make the transition. The elder, tenured professors in particular fail to keep up with the pace of technology. This is less revelation than observation. But it does pose a problem. Why do some professors not even try to take advantage of this and other technological innovations?
What it comes down to is a matter of habit. Naturally, older teachers are accustomed to older methods of presenting information. Criticizing members of the University who posess such a wealth of experience can’t be done without a level of hesitation. But it’s in everyone’s interest that they catch up with the times.
Making Blackboard a required element of every faculty member’s curriculum would go a long way toward bridging the gap between students and staff. Educating teachers about the many ways they can use technology in the classroom would continue that momentum. The Knight Library offers a vast quantity of media services, chief among them the Center for Educational Technologies, and Classroom Technology Support, which assist faculty in learning to take advantage of new technologies and utilize them in the classroom.
These and other options are available to anyone curious enough to pursue them. The burden lies with faculty and staff, then, to actively seek out these changes. Adapting to technological advances is not merely expedient; it’s crucial in ensuring students at the University receive a truly well-rounded education.