Algunos puntos sobresaliente de ambos trabajos apuntan a que los profesores deben dejar de ser escépticos darle una oportunidad al uso de la tecnología en sus diferentes modalidades.
1. Move away from a dichotomous view of teaching as online or face to face, and toward the idea that all courses can potentially involve both methods.Referencias:
2. Create opportunities for consultation and collaboration among faculty members, librarians, and technologists.
3. Eliminate most of the uncertainties and technical problems faced by faculty members who would like to try new methods but don't know how and lack the equipment.
4. Provide continuing support to faculty members who experiment with new teaching methods, not just during the development phase of a course but throughout its implementation, so that teachers can learn and adapt "on the ground."
5. Find new ways to streamline the process of developing online content and managing courses to protect the time of faculty members.
6. Reduce the isolation of teachers by promoting the development of collaborative new-media projects—with students as well as other faculty members—as a legitimate and recognized supplement to traditional, solitary research production.
7. Show the effectiveness and complementarity of different approaches to teaching, taking care that assessment instruments do not skew the results.
Puede acceder a un reportaje del Chronicle of Higher Education aquí.
Estudio del Departamento de Educación de Estados Unidos. http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Estudio realizado por la Association of Public and Land-Grant Universities: http://www.aplu.org/NetCommunity/Page.aspx?pid=282