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Instructional Support Articles

This section contains articles on best practices, case studies, testimonials, and developments in technology that may be helpful to your teaching and learning objectives.

Classroom technology under control

The Educational Technology Services department has been busy adding and upgrading audiovisual technology in general assignment classrooms and auditoriums over the past several years. Aside from the obvious benefits to the teaching environments, one of the main goals of this ambitious undertaking was to have centralized control and monitoring of the technology in each room. While still a work in progress, the project is beginning to yield results. > Read more

bSpace sees sharp increase in usage at semester start

The start of the Fall 2009 semester has seen a sharp increase in the number of bSpace users across campus. As a result, the ETS Instructional Support team, the group who supports and educates the campus community on bSpace and related technologies, has found itself supporting a growing number of newly innovative course and project sites.

> Read more

Using audience response systems (clickers) in the classroom

Below are some frequently asked questions about Audience Response Systems, often referred to as "clickers".

General Information

Q: What is i>clicker? > Read more

ETS' Teaching Enrichment Program pilot

In summer 2009, ETS’ Faculty Development and Support team launched a new program designed to better support the use of technologies for teaching and learning. Called the Teaching Enrichment program, the program leaders—ETS Instructional Designers Jon Hays and Angela White-- aim to identify instructors who express an interest in the use of technology for teaching, discover the full scope of their pedagogical goals, and design a solution that meet those goals in the course of a semester. > Read more

Quickstart for Faculty

Not sure where to start? This guide provides the essential steps for faculty and other instructors to integrate technology into their teaching. > Read more