This case study is about a bottom up approach to introducing technology into teaching and learning and demonstrates how an effective support mechanism can influence a change in attitude across departments towards using technology in teaching. In particular it highlights the important role that can be played by support staff in disseminating information about learning technology. Background The Department of Physiotherapy at Queen Margaret College, Edinburgh has been using technology in teaching for several years. Students are required to undertake first year modules in Principles of Investigation in which they are introduced to electronic mail, databases and spreadsheets. The assessment for the module requires the students to use technology and must be submitted in word processed form.
Students also use computers for real-time data gathering within other modules on the course.
Computers are not generally used for assessment purposes as the numbers on the course are relatively small. However, software packages are used where appropriate to support learning and teaching in some modules eg biomechanics and physiology. Software selection and installation LTDI became involved with the Department during 1995 when the TLTP Mathwise software was demonstrated to the lecturer in biomechanics. This was installed in a centrally managed workshop to provide background material and study support for those students who required additional help with basic maths and physics or who found conventional texts on these subjects difficult to understand. Initially some software was installed by the IT central support staff and some was managed by the library staff.