American Association of Law Libraries
Here at Georgia State University College of Law, teaching librarians initially adopted classroom technology more in response to student demand than based on any established practices in instructional technology pedagogy. In an effort to remain relevant to our students, we arbitrarily adopted every technology that was available—online course management systems, electronic reserves, discussion lists, digital cameras, presentation software, classroom polling systems, interactive whiteboards, and on and on. We chose to err on the side of technology saturation, incorporating each technology into our courses without asking what pedagogical value the tool offered or what was being accomplished by using it.
A Tale of One CALI Lesson: Librarians Share a New Approach
Available at: https://scholarship.law.bu.edu/faculty_scholarship/1707