I'm an educator of all trades. I've taught at:
- Skidmore College's University Without Walls (distance education)
- University at Albany (SUNY)
- Hampshire College
- University Massachusetts Amherst
- Johns Hopkins CTY
I generally teach computer science and related disciplines (information science, statistics, discrete math, etc.).
I'm interested in a wide range of technology-meets-education issues:
- should very young students be using computers?
- why do teachers spend most of their computer time troubleshooting issues?
- why do most computers sit idle in the classroom?
- how can social software be used to support education?
- how can institutions possibly hope to keep up with changing technologies?!
- what mental model of the related disciplines do students have/should students develop?
- why are more introduction to computer science texts/courses really introduction to programming?
- why is programming so often taught as a top-down discipline?
- how can technology get out of the way, and let teaching happen in a technology rich classroom?
William Doane (a.k.a. Wil)
Department of Informatics
University at Albany
State University of New York
wd213355@albany.edu
wdoane@NetWorkingGroup.com
http://NetWorkingGroup.com/wil/