Grading Technology Allows Teachers to Infuse Technology in the Economics Classroom

Education courses now involve homework assignments that require technology skill as well as domain knowledge. Yet there is little pedagogical and technological support for teaching "What" (statistical mean) while simultaneously teaching "How" (use the =average (Range) function in...

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Bibliographic Details
Published inThe journal of applied business and economics Vol. 15; no. 3; p. 26
Main Authors Shepherd, Ian J, Reeves, Brent, Jinkerson, Darryl
Format Journal Article
LanguageEnglish
Published Thunder Bay North American Business Press 01.12.2013
Subjects
Academic grading
Class size
Classroom management
Curricula
Economics education
Elasticity
Homework
Information technology
Knowledge
Learning
Learning curves
Pedagogy
Semantics
Skills
Socratic method
Software
Spreadsheets
Statistical analysis
Students
Studies
Teachers
Teaching
University faculty
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Summary:Education courses now involve homework assignments that require technology skill as well as domain knowledge. Yet there is little pedagogical and technological support for teaching "What" (statistical mean) while simultaneously teaching "How" (use the =average (Range) function in Excel). We describe a conceptual approach and a methodology that helps teachers leverage their domain knowledge and helps students learn both a new topic and a new information technology skill. While teachers will allocate more time towards preparing homework, far less time is spent overall in administering and grading assignments. This approach scales to any class size, thus removing grading burdens imposed by large class sizes. The huge burden of grading lessons is removed, leaving that time free to improve the teaching. [PUBLICATION ABSTRACT]
ISSN:1499-691X