New high-tech teaching tools have made their debut in Tufts classrooms, allowing professors to experiment with new teaching methods.
One is the Classroom Response System (CRS), comprised of a computer program and a hand-held 'clicker' device. A number pad on the device allows students to answer multiple-choice questions to Microsoft PowerPoint slides that are projected onto a screen. CRS can also be used to take attendance.
Professors experimenting with the CRS have met the new system with reserved optimism. "It's a good way of checking to see if I got the message across, but it can be constraining and inflexible at times," Economics Professor George Norman said.
The on-the-spot assessment technique allows Norman to review topics that students find difficult. After class, students can download the PowerPoint slides with the questions, the answers they gave and the correct answers - a useful study guide.
"Sometimes seems like it's wasting class time, but on the other hand, [CSR] helps the professor make students understand the material better," said freshman Junaid Hashim, who is currently enrolled in one of Norman's classes.
French Lecturer Kerri Conditto is also testing the system, but in a much smaller classroom. She said that many students often hesitate to express themselves in a foreign language, and the system "gives them a sense of freedom to express themselves."
Conditto agreed with Norman that, "the software is slightly slow." She added, "I have to wait for students to respond."
Norman said that new technology - beginning with overhead projectors and now continuing with PowerPoint and digital projectors - has significantly changed his teaching career, because he may now face his students rather than the blackboard.
"I much prefer the style of teaching I do now, even though it is more costly in terms of setup," he said.
Two other new technologies are also currently being tested at Tufts.
E-Portfolio is a program that allows students to create an electronic resume by attaching files - including pictures, documents and movies - that reflect various personal and academic accomplishments.
The third technology in its trial period is an annotation tool used to teach students how to read critically. Students are asked to highlight important sections of a text and then explain their selections. The professor then highlights the sections he or she finds important. The software saves the highlighted sections and any comments associated with them.
Tufts Computing and Communications Services (TCCS) researches new technologies such as these and selects which will be implemented in Tufts classrooms.
Ranjani Saigal, Tufts' Academic Technology Project Manager, said that once a particular tool is chosen, TCCS conducts a "systematic study" in which the tool is tested in large, medium and small classes. Professors volunteer for the trials, and TCCS then chooses one class in each size category.
After the trial, TCCS surveys students and professors about the new technology and presents the results to the University's Technology Council, which decides on whether wider implementation is necessary.
According to Dean of Undergraduate Education James Glaser, cost is another important consideration in the implementation of new technology, since many departments need funding in order for the University to operate smoothly.
"We want faculty to teach in the most effective way possible," Glaser said. He added that he would like to see more widespread use of technology on campus, citing the example of filming students to help teach them public speaking.
