Using Student Choice to Promote Technology Integration: The Buffet Model

Using Student Choice to Promote Technology Integration: The Buffet Model

Marshall G. Jones (Winthrop University, USA) and Lisa Harris (Winthrop University, USA)
Copyright: © 2012 |Pages: 13
DOI: 10.4018/978-1-4666-0014-0.ch013
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Abstract

This chapter describes the results of a curriculum redesign of a course in technology integration in an initial licensure undergraduate program. By looking at the diversity of interests and skills as a strength of students, rather than a problem with the class, the authors have been able to develop a class structure that increases student achievement and interest. The purpose of this chapter is to describe a course model that better accommodates the diversity of majors and technology experiences available to students. While all students are held accountable to the same course objectives, multiple options are provided for learners to choose a path to meet those objectives. Rather than requiring all students to participate in the same activities, students are allowed to select activities and content related to their individual content areas and skill levels. Allowing students choices helps alleviate problems in delivering content to students with different majors and background knowledge.
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The Buffet Model

The buffet model is one model of course redesign studied by the National Center for Academic Transformation. The focus of the Center is to “provide leadership in using information technology to redesign learning environments to produce better learning outcomes for students at a reduced cost to the institution” (National Center for Academic Transformation, 2005, para 1). While our focus was not cost reduction, we thought that several aspects of the Buffet model would solve the problems discussed above. Specific concepts from the buffet model we used to redesign the introductory educational technology course include:

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