Information Technology and the Academy: General Resources

= More Info (see policy on "more info" links)

• ALT-E (UK Assoc. for Learning Technology)
• American Federation of Teachers -- AFL-CIO: Teaming Up with Technology: How Unions Can Harness the Technology Revolution on Campus (two downloadable files in Word for Windows or Adobe Acrobate formats)
• Cause/Effect ("a practitioner's journal for college and university managers and users of information resources) (Educause)
• John F. Chizmar and David B. Williams (Illinois State U.), "Altering Time and Space through Network Technologies to Enhance Learning" (1996)
• Chronicle of Higher Education, "Many Technology Workers Pine for the Liberal Arts, and Vice Versa, Survey Shows", June 9, 1998
• Coalition for Networked Information (CNI) ("an organization to advance the transformative promise of networked information technology for the advancement of scholarly communication and the enrichment of intellectual productivity") (Assoc. of Research Libraries / CAUSE / EDUCOM)
• Christopher Dede, "Educational and Social Implications" [of Information Technology], in Forester, pp. 242-57
• Education & Technology (The Technology Page)
• EDUCAUSE (nonprofit consortium of higher education institutions formed by the merger of CAUSE and Educom to "focus on the management and use of computational, network, and information resources in support of higher education’s missions of scholarship, instruction, service, and administration")
  1. Selected Resources
  2. Conferences, Seminars, Institutes
  3. Publications
  4. Current Issues
  5. Information Resources
  6. Institutions (Educational and Corporate) Affiliated with Educom
• Educom Review (Educause)
• Ethics of Technology in Education (1993) (an "ethics statement" "distilled from the critical works of Neil Postman, the far-reaching wisdom of Isaac Asimov, and the penetrating insights of Jane Jacobs,--- all authors and ethicists in their respective fields. This ethics statement has been adopted by public and private educational institutions and educators in Hawaii, Texas and New York") (Carrie Beverly)
• Bill Gates, The Road Ahead, 2nd ed. (New York: Penguin, 1996; includes CD-ROM), Chap. 9 on "Education: The Best Investment" ("Colleges, except perhaps for the elite private four-year colleges, must find ways to educate more students without spending more money. They're looking increasingly at technology-based solutions," p. 213) | see also the Road Ahead WWW Site
• Georgetown U. Teaching, Learning, and Technology Roundtable
• D.J. Jawkridge, et al., Computers in Third World Schools: Examples, Experience, and Issues (London: Macmillan, 1990)
• HEIRAlliance Executive Strategies Series ("designed to keep chief higher education executives informed about critical issues related to information technologies"; includes links to background and related documents) (Higher Education Information Resources Alliance of the Assoc. of Research Libraries, CAUSE, and Educom)
  1. Selected Resources
  2. "What Presidents Need to Know About the Integration of Information Technologies on Campus" (1992)
  3. "What Presidents Need to Know About the Future of University Libraries: Technology and Scholarly Communication" (1993)
  4. "What Presidents Need to Know About the Impact of Networking on Campus" (1993)
  5. "What Presidents Need to Know About the Information Technology Investment" (1994)
  6. "What Presidents Need to Know About Evaluating Institutional Information Resources" (1995)
  7. "What Presidents Need to Know About the Transformation of Higher Education" (1996)
• "Humanities and Arts on the Information Highways" (1994) (working report of the "national initiative" "formed to address the urgent need for the humanities and arts to gain a voice in the planning and development of the [U.S.] National Information Infrastructure, the much-publicized plan for a national telecommunications system") (Getty Art History Information Program / Amer. Council of Learned Societies / Coalition for Networked Information)
• Information Literacy
  1. K. Alix Hayden (U. Calgary), "Information Literacy"
  2. Information Literacy Definitions (Information Literacy Group, U. Calgary)
  3. Information Literacy Bibliography (K. Alix Hayden, U. Calgary)
  4. Jeremy J. Shapiro and Shelley K. Hughes (Fielding Inst.), "Information Literacy as a Liberal Art: Enlightenment Proposals for a New Curriculum" (1996) ("What sort of 'information literacy' -- an often-used but dangerously ambiguous concept -- should we be promoting. . . . something broader, something that enables individuals not only to use information and information technology effectively and adapt to their constant changes but also to think critically about the entire information enterprise and information society?") (Educom Review)
• Paul Jones (U. Virginia), "Whither Humanities and Advanced Technologies?" (1997) (Educom Review)
• S. Kiesler and L. Sproull, Computing and Change on Campus (Cambridge: Cambridge Univ. Press, 1987)
• Barbara Lepani (U. Sydney), "Education in the Information Society" (1995) ("mindware integrates the five domains of culture, learning, technology, mind and organisation into a new industry cluster")
• R.O. McClintock, ed., Computing and Education (New York: Cokumbia Univ. Press, 1988)
• William F. Massy (Stanford U.) and Robert Zemsky (U. Penn.), "Using Information Technology to Enhance Academic Productivity" (Educom)
• Glen McCandless (Focus Marketing, Inc.), "Are Software Publishers in Touch with Higher Ed Needs?" (1997) (Cause/Effect)
• National Initiative for a Networked Cultural Heritage (NINCH) ("broad coalition of [U.S.] arts, humanities and social science organizations formed to assure the fullest possible participation of the cultural sector in the new digitally networked environment") (Amer. Council of Learned Societies / Coalition for Networked Information / Getty Information Institute)
• NEA (U.S. National Education Assoc.): Teachng, Learning, and Technology Page
• New Horizons in Scholarly Communication (large, detailed guide that "highlights trends affecting the process of creating, disseminating, retrieving, and using information for instruction and research at the university level") (Librarians Assoc. of U. California System)
  • I. Teaching and Research
    1. A. Introduction
    2. B. The Electronic Classroom--Sample Projects
    3. C. Citing Electronic Works
• James S. Noblitt (U. North Carolina, Chapel Hill), "Making Ends Meet: A Faculty Perspective on Computing & Scholarship: Top-Down Meets Bottom-Up" (1997) ("The dialogue between faculty and administration concerning the use of information technology for teaching and research is not always civil") (Educom Review)
• Donald M. Norris (Strategic Initiatives, Inc.) and Mark A. Olson (Education Network Resources, Sallie Mae), "Preparing for Virtual Commerce in Higher Learning" (1997)
• Michael M. Roberts (Educom), "The Telecommunications Act of 1996: What's In This Bill for Higher Ed?" (1996) (Cause/Effect)
• Richard S. Rosenberg, The Social Impact of Computers, 2nd ed. (San Diego: Academic, 1997), Chap. 6 on "Computers and Education"
• Technology, Scholarship, and the Humanities: The Implications of Electronic Information (summary of 1992 conference)
• Carol A. Twigg, "The Need For A National Learning Infrastructure" (1994) (Educom Review)
• Ellen D. Wagner (U. Northern Colorado), "The Technology Aside: Building a Strategic Plan to Strengthen Academic Programs" (1994) (Cause/Effect)
• UCISA: Universities and Colleges Information Systems Association (UK) ("represents the whole of higher education in the provision and development of academic, management and administrative information systems, providing a network of contacts and a powerful lobbying voice")
• David Ward, "Technology and the Changing Boundaries of Higher Education" (1994) ("The idea of the modern American university, with its graduate programs based on the assumption that basic knowledge was essential to our economic development, came into existence between 1895 and 1905. . . . we're now in a similar decade that will have consequences just as momentous for the shape of higher education") (Educom Review)
• "Why Technology?" (1996) ("six distinguished leaders in higher education address fundamental questions about information technology and learning") (Educom Review)
• Samuel R. Williamson (U. of the South), "When Change is the Only Constant: Liberal Education in the Age of Technology" (1996) (Educom Review)