Developing a Center for Teaching Excellence by Tomei Lawrence A.;Bernauer James A.;Moretti Anthony;

Author:Tomei, Lawrence A.;Bernauer, James A.;Moretti, Anthony;
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers, Incorporated

Figure 5.2 The Integrated Readiness Matrix. Source: Author-developed for this book.

The Pedagogical Integrator is most likely a gifted teacher who understands the importance of careful instructional design and the application of sound teaching principles. Higher order thinking skills are to be found in his or her classroom (traditional or online). Analyzing, evaluating, and creating are the norms with objectives that challenge the learner to generate new ideas, criticize and judge, and reflect on subject matter. Educators in this quadrant lack affection if not an affinity for educational technology. They do not appreciate the grip that technology has on the twenty-first-century students.

If they are older faculty, technology may intimidate. For younger faculty, the veil of incompetence may be frightening. For others, technology may not impress as does a well-practiced lecture. Instructors who adopt this attitude likely have a long track record of successful teaching and find it counterproductive to clutter their delivery with technology. Regardless, the Pedagogical Integrator can be very difficult to win over (the term curmudgeon comes to mind) since they believe what they have done in the past will continue to bear fruit given sufficiently motivated students.

The Technological Integrator would marry technology with instruction better than most, creating multimedia presentations that astonish the learner and amaze the neophyte technologist. The use of technology is pervasive in their teaching and at times may prove overwhelming to their students. Truth be told, many in this quadrant dazzle their students with technology skills intended to deflect attention away from their lack of teaching skills or mastery of the content. Successful at first, students quickly see through the veil and often avoid such faculty when registering for next semester’s courses.

The Journeyman Integrator is most common in higher education; the majority of faculty would place themselves in this quadrant. Some Journeymen embrace new technologies; others feel no obligation whatsoever to integrate the latest technology simply because every student in class happens to own an iPhone, a PDA, or a Facebook account.

Master Integrators are the epitome of classroom instructors. They understand the effective use of varied instructional strategies and possess a solid understanding of how taxonomies impact teaching, learning, student motivation, and learning outcomes. Such instructors tend to be self-motivated, equally eager to adopt new pedagogies, and implement the latest technologies. They are early adopters if they believe there are benefits to their students.

Master Integrators challenge learners by offering instruction at the highest levels of the pedagogical and technological domains. They extend classroom instruction beyond the basics and are not threatened when students evidence a higher degree of skill in either domain – especially technology. Such college and university instructors typically create learning assessments that offer students not only the opportunity to demonstrate mastery of the content through traditional means but also a chance to synthesize what they know into new knowledge.

5.3. CONCLUSION

Chapter 5 establishes the parameters of the IRM and its foundation of pedagogy and technology. Bloom’s Taxonomy defines the Y-axis as it moves pedagogical skills from remembering to creating. Tomei’s Taxonomy advances technological skills from literacy to tech-ology.

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