Upgrading how technology is taught in undergraduate education, a case study

Abstract

We live in a world of ever-changing technology. It is hard to keep up with all the changes in technology and the new technology products that are introduced in many industries. As educators, we strive to provide students with all the tools needed to be successful in the workforce and it is necessary to introduce new technology and its applications. This case study outlines an undergraduate course at Oklahoma State University that was revamped to increase the scope from “computer estimating” to “technology in construction”. The new course design is rooted in active learning techniques that include research groups and teaching/learning groups. The coursework was designed based on a survey completed by the students on the first day of class. The students rated their knowledge on a list of technologies in the survey. This information was used by the instructor to determine the topics and to identify leaders for the research and teaching/learning groups. A survey at the end of the semester was conducted to assess the students’ perceived knowledge gains. This course design could also be applied to various other topics and disciplines that involve the application of rapidly changing technologies and falls within the realm of smart education.