Who’s Teaching the Class Anyway: Professors or Publishers?
With the proliferation of technology, the approach to education, teaching and learning, has shifted, potentially impacting student engagement in early education to graduate education. The purpose of this poster is to evaluate the impact of technology on teaching effectiveness and learning in collegiate classrooms. Much of the collateral used by publishers discuss changes in students’ approach to learning and propose methods which affect teaching and learning. This begs the question of who is really teaching the class – the professor or the publisher? Do efficiency gains for the teacher compensate for the potential loss of personal engagement, direct feedback, and learning?
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