Even with the latest technology available in many of Dartmouth's "smart" classrooms, earth sciences professor James Aronson remains loyal to low-tech teaching methods.
Aronson relies on old-fashioned overhead transparencies, slides and photocopied handouts. He has not yet learned to use the latest classroom technology, like Microsoft Powerpoint, and said he feels more confident using the resources he has always used.
"I'd rather walk than drive," Aronson said, "because I know I'll get there."
Not all professors remain as steadfast in their ways as Aronson. Many praised the smart classroom technology. But even those who do choose to use it say technological glitches sometimes result in disrupted class-time.
When disaster strikes during class, professors can call an emergency assistance line, which will quickly bring a technician from Classroom Technology Services to their class.
David Choate, a CTS scheduling specialist, said they respond to about two or three emergency calls during an average day, but may respond to 10 calls on a busy day.
Sometimes technicians respond to malfunctioning equipment, but other times the professor has forgotten how to use the equipment, CTS Assistant Director Andrew Faunce said.
Many professors said technicians have helped them out of difficult situations.
Environmental studies professor Andrew Friedland recalled when he had problems in Filene Auditorium, one of the technicians helped him out of a near-disastrous situation.
"Larry saved the day," Friedland said.
But, technology malfunctions continue to disrupt class.
Spanish professor Annabel Martin said that although computer malfunctions are inevitable, "having to call in the technician is very disruptive."
On Monday, for example, a breakdown of audiovisual control system panels prevented government professor Stephen Brooks from holding class. Brooks said he would reschedule the class for an x-hour so he would not lose any class time as a result of the malfunction.
Katherine Lawson '06 said her religion class has been interrupted almost everyday because her professor has difficulties using Powerpoint. Lawson also said she lost an entire class in Psychology because the projector did not work.
Eric Rowlett '05 said his French class has been delayed by Powerpoint difficulties, but described the time loss as "negligible."
Many professors, like Friedland, have taken advantage of smart classroom technology with few difficulties. Friedland uses Powerpoint, DVDs and the Internet when he teaches Environmental Studies 2.
Friedland recalled that before these resources were available, he "had to be on one side for the overhead projector, the other for video," which was not conducive to clear visibility and focusing attention.
The smart classroom makes images "more accessible to everyone in the room," and increases the instructor's efficiency, Friedland said.
Biology professor Lee Witters also takes advantage of technology resources when he teaches. Biology and other sciences are more conducive to using Powerpoint than more discussion-based disciplines, Witters said.
"In biology, one needs to see things -- images of a cell, a picture of a heart," he said.
Many professors also make use of technology offered outside the classroom. For example, Witters posts his Powerpoint slides on Blackboard so his students can view them online.
"In the olden days people had 35 millimeter slides, and you show them in class, and students never have a chance to see them again," he said.
Witters admitted, however, that classroom technology can be intimidating for new users.
"I was one of those old professors once upon a time, but I didn't have much trouble adapting," he said.
CTS provides services to help professors take advantage of technology resources, and provide emergency support to professors that need technological assistance during class. They offer smart classroom training sessions to professors before each term begins.
It is difficult to monitor the use of classroom technology, but general interest indicates that the resources are being used, said Faunce. When processing professors' requests for classrooms, CTS is "finding that people really need the technology," he said.
Faunce added that they receive numerous calls from professors who are interested in "brushing up" on their classroom technology skills.
Aronson, though, says sometimes the old technology is better.
Overhead projectors allow professors to add marks to the image during class, an advantage over Powerpoint, he said.
With Powerpoint, "the nuance of the professor altering his way of thought is lost," he said.
Aronson said he hopes to learn how to use more classroom technology in the future when he has the time to do so, but in the meantime, said his situations is a "catch-22": If he knew how to use technology, it might give him the free time he needs to dedicate to learning about technology.
