Tools and Resources

Support in the appropriate use of technology for teaching, learning, and research.

Provides access to information technology services at Penn State.

Enrich the educational experience of students through information technology.

Information about the Technology Classrooms and Student Computing Labs on the University Park Campus and related services.

Shows number of seats, type of seating, technology category, and photographs for most classrooms at University Park.

Information Technology Services site for students.

MediaTech houses, circulates, and maintains a pool of equipment to support academic credit instruction at the University Park campus. Services include media collection of more than 23,000 films, videos, and DVDs, media duplication, video editing labs, and video taping of class presentations.

The Journal of STEM Education: Innovations and Research is a peer-reviewed publication for educators in Science, Technology, Engineering, and Mathematics (STEM) education. The journal emphasizes case studies that cross disciplinary boundaries.

This book is a collection of 24 articles, written from the two-year college perspective, featuring the most useful and relevant insights and advice from NSTA’s Journal of College Science Teaching. The collection is divided into four sections: unique issues associated with teaching science in two-year colleges, curricular issues, teaching strategies, and using technology in the classroom.

This book describes current educational theory and research and offers models of teaching and learning that go beyond the typical lecture-laboratory format. Topics include: student motivation, active learning, use of technology in teaching, and teaching diverse students.

This short video (3:25) provides an overview of the uses of a teaching philosophy statement, the recommended structure for a statement, and reader expectations for this kind of document. The video was created by the Centre for Teaching, Learning and Technology at the University of British Columbia.

Free templates of engaging learning activities, rubrics for various learning outcomes to save time, and multi-activity course templates to develop skills from the Learning Design Community of FeedbackFruits.com, originally founded in 2012 at Delft University of Technology (TU Delft) in the Netherlands.

In this article, Meixun Sinky Zheng, PhD, shares some low-risk strategies to help faculty transform lectures into student-centered learning experiences for enhanced learning outcomes. These active learning strategies can be easily implemented without significant redesign of the class and without an investment in technology. The article ends with a few tech-based strategies for engaging your students.

This guide for students was created by Dr. Stephanie Ludi when she was at Rochester Institute of Technology (copyright 1994, 1998, 2006). Dr. Ludi is now professor at Univ. of North Texas, but her guide is still incredibly useful. The TOC for the guide includes:
General Group Tasks (Administrative Duties That Lay the Project and Group Foundation; Successful Group Dynamics; Project Management; What You Need to Know About Risk)
Group Members As Individuals And Their Evolving, Working Relationships (Interpersonal Communication; Potential Profiles of A Group Member; Handling Conflict)
Special Issues [that students] May Face During The Project (Time Management and Priorities That Are Unique To Students; The Group Grade; Other Useful Stuff)
Student Project Myths

The Role of Interactive Digital Simulations in Student Conversations About Visualizing Molecules
Yuen-ying Carpenter, Erin Rae Sullivan
Proceedings of the University of Calgary Conference on Postsecondary Learning and Teaching, Vol. 2, 2017

Abstract
The visualization of chemical compounds in three-dimensions is a foundational skill in the study and practice of chemistry and related fields, and one which has the potential to be supported by interaction with virtual models. Here, we present a collaborative learning activity piloted in first-year chemistry which investigates if inquiry-driven interactive technology can contribute meaningfully to student conversations around this topic, and how students’ conversations and practices may shift when driven by feedback from an interactive simulation. Our initial observations from this pilot project suggest that students engaged in collaborative sense-making and discussion around key ideas throughout this activity. Students’ post-activity reflections also highlighted their positive experiences and increased confidence with the topic afterwards. The unique dynamics of these interactions lead us to propose a novel framing of interactive visualizations as participants rather than merely as resources in student learning conversations.

The Centre for Teaching, Learning and Technology (CTLT) at The University of British Columbia, Vancouver Campus, has released five short videos that we have created to help build capacity for peer reviewers and for instructors being peer reviewed on their teaching. This is video 1 of 5.

The Centre for Teaching, Learning and Technology (CTLT) at The University of British Columbia, Vancouver Campus, has released five short videos that we have created to help build capacity for peer reviewers and for instructors being peer reviewed on their teaching. This is video 2 of 5.

The Centre for Teaching, Learning and Technology (CTLT) at The University of British Columbia, Vancouver Campus, has released five short videos that we have created to help build capacity for peer reviewers and for instructors being peer reviewed on their teaching. This is video 3 of 5.

The Centre for Teaching, Learning and Technology (CTLT) at The University of British Columbia, Vancouver Campus, has released five short videos that we have created to help build capacity for peer reviewers and for instructors being peer reviewed on their teaching. This is video 4 of 5.

The Centre for Teaching, Learning and Technology (CTLT) at The University of British Columbia, Vancouver Campus, has released five short videos that we have created to help build capacity for peer reviewers and for instructors being peer reviewed on their teaching. This is video 5 of 5.

This is a recorded webinar presented by James M. Lang at University Park on Thursday, Feb. 27, 2020. As faculty struggle with the problem of distracted students on our campuses and in our classes, they have become increasingly frustrated by the ways in which digital devices can interfere with student learning. But are students today more distracted than they were in the past? Has technology reduced their ability to focus and think deeply, as some popular books have argued? This interactive lecture draws upon scholarship from history, neuroscience, and education in order to provide productive new pathways for faculty to understand the distractible nature of the human brain, work with students to moderate the effects of distraction in their learning, and even leverage the distractible nature of our minds for new forms of connected and creative thinking.

This webinar was recorded by Penn State Libraries staff using Mediasite Live, and it is stored in the libraries' Mediasite catalog. The Schreyer Institute for Teaching Excellence bears no responsibility for the quality of the recording, its maintenance, its availability, nor its functionality. For help with the recording, call (814) 865-5400 or send an email message to MediaTechSupport@psu.edu.

This is an example of how the College of Information Sciences and Technology organizes their Online Courses.

A customizable observation tool used observations of teaching. The tool is a protocol that produces robust and nuanced depictions of classroom dynamics between teachers, students, and technologies. Based on research-based learning theories, the TDOP has been extensively field-tested and is being used by over 300 researchers, program evaluators, and professional developers to create detailed descriptions of what happens inside classrooms.