Technology Integration Challenges in Undergraduate Political Science Courses

While completing the BSU EdTech program, I have also been working on the BSU College Teaching Certificate Program. This semester I have been preparing to teach at BSU. Next fall I will be teaching a Political Science Undergraduate Course. It has certainly been challenging to transfer skills I have learned online to the campus teaching program. I was first made keenly aware of the challenges by observing a current BSU course that is intensely traditional in its delivery. I was not sure how to approach the challenges I faced when I was required to substitute teach in it. I became quickly aware that the challenge of integrating technology in undergraduate political science courses is related to the bigger challenge of rigid traditional teacher centered teaching methods. When I was an undergraduate in the Political Science program, many of the courses that I attended were based on lectures, tests, and writing papers. Although some instructors are working on integrating technology by discussing Game Based Theory or providing class session recordings on Blackboard, changes in teaching methods may need to come at a slower pace due to the nature of the program and the field. 

In my teaching course, we are strongly encourages to integrate activity based learning. This is an approach that encourages the use of technology and tech tool integration. This brings up obvious challenges. For example, paper writing is still central to the Political Science Department curriculum, but student centered learning calls for creating artifacts using online tech tools instead. If I use the artifact alternative next fall, will my students feel like they should have been writing papers instead? Artifacts can't be submitted to journals for publication and are not used when applying for graduate schools. Will the other teachers in the department view me as a legitimate teacher when I cater to student needs? Sink or swim attitudes are still ingrained in the teaching style of tenured faculty. Students. Perhaps instructors still resist constructionist approaches. Some scholars (Kirschner,Sweller,& Clark) argue against them as well

In conclusion, I will have my work cut out for me next year when I will be required to implement technology and student centered teaching approaches in a environment where the other teachers in the field are still not ready.  

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.