Instructional Technology in the Curriculum: Challenges and Successes

Abstract

The crisis in American higher education has precipitated a reexamination of how students learn and are taught. Evidence suggests that in selected areas of the curriculum, use of multimedia or "new media" can move learning from the theoretical to the more empirical; use of the new media can help students grasp difficult concepts more easily, build a broader historical and cultural context, and manipulate course materials advantageously in ways not easily accomplished before. Examples from the Princeton experience will focus on the humanities and social sciences. However, these beneficial developments have significant impact on strategic planning for university support infrastructure, from teams who create the curricular materials to the technical network plant and upgrades to the physical classrooms. Leveraging some of these development efforts across higher education institutions will be a significant challenge.