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Faculty Development and the TE2 Model
Rationale

 
Faculty Impact
 
Technology training is a growing need for faculty and teachers at all levels of education.  It is important to orient faculty to the changes that occur when teaching in an electronic environment.  In recent studies, faculty with experience in the electronic classroom report that this environment can help foster a more interactive and lively learning environment appropriate for today's information-rich world.  In contrast to the traditional classroom setting where the instructor serves as the expert or the "sage on the stage," in an electronic environment, educators in many fields find that they serve as a "guide on the side," creating a student-centered learning environment.
 
 
Student Impact
 
Exposing students to electronic environments becomes important because it not only helps students to learn how to analyze and synthesize information but also introduces them to computer skills that they may need in the workplace.  Additionally, this learning environment places more responsibility on the student who becomes more involved in the learning process (Young, 1997).  Therefore, faculty in higher education have an obligation to incorporate technology tools in their teaching (Young, 1997).
 
 
Train the Trainer Format
 
At UHD, Isidro Grau and Dagmar Stuehrk Corrigan have developed a process for designing and implementing technology workshops for educators.  The process is being presented as a web site to allow workshop developers the opportunity to design and conduct their own technology training.  The TE2 Model will allow the trainer to tailor the workshop to meet institution, departmental, and/or faculty needs and philosophy.  It also provides flexibility to customize for a variety of hardware and software configurations.
 
 
Faculty Development and the TE2 Model
 
We have found that our process provides educators and trainers with a method to assess their technology, examine teaching in an electronic classroom environment- either face to face or through distance methods-, assist in planning, develop materials, measure the results of teaching/training, and plan future research projects.

The TE2 Model is recursive and global in shape.  The model itself is not intended to be linear in nature.  There is no correct starting place.  It was intended that everyone will approach workshop development according to their unique needs.
 

This process that we have developed is based in part on Cynthia Selfe's suggestions found in her essay "Preparing English Teachers for the Virtual Age:  The Case for Technology Critics" and balances the use of hardware and software to move workshop design beyond basic computer literacy skills and the showcasing of student work to meld principles of instructional technology with composition theory.
 
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