The purpose of this book is to describe the approach and process involved in a program designed to assist faculty in acquiring technology skills and to apply these skills in constructing meaningful learning-centered applications. Most educators will agree that the challenge of developing faculty technology expertise is a major and crucial one for colleges and universities. As early as 1988 it became apparent that teachers were not prepared to use new technologies coming into their classrooms (OTA, 1988).

This book is intended for educators who are working to lead the meaningful integration of technology into higher education and K–12 environments. The detailed stories provide useful knowledge and background for K–12 educators, higher education educators, and trainers in business and industry who are faced with the challenge of helping people learn to use technology effectively.

The purpose of this book is to describe the approach and process involved in a program designed to assist faculty in acquiring technology skills and to apply these skills in constructing meaningful learning-centered applications. Most educators will agree that the challenge of developing faculty technology expertise is a major and crucial one for colleges and universities. As early as 1988 it became apparent that teachers were not prepared to use new technologies coming into their classrooms (OTA, 1988).

This book is intended for educators who are working to lead the meaningful integration of technology into higher education and K–12 environments. The detailed stories provide useful knowledge and background for K–12 educators, higher education educators, and trainers in business and industry who are faced with the challenge of helping people learn to use technology effectively.

The purpose of this book is to describe the approach and process involved in a program designed to assist faculty in acquiring technology skills and to apply these skills in constructing meaningful learning-centered applications. Most educators will agree that the challenge of developing faculty technology expertise is a major and crucial one for colleges and universities. As early as 1988 it became apparent that teachers were not prepared to use new technologies coming into their classrooms (OTA, 1988).

This book is intended for educators who are working to lead the meaningful integration of technology into higher education and K–12 environments. The detailed stories provide useful knowledge and background for K–12 educators, higher education educators, and trainers in business and industry who are faced with the challenge of helping people learn to use technology effectively.