Educational technology for teaching economics–Where to start and how to grow?

William Goffe

The Journal of Economic Education, 2024, vol. 55, issue 1, 77-84

Abstract: New economics instructors face numerous challenges when selecting technology for their courses. Because economists teach at a variety of institutions with diverse student bodies and since technology continues to evolve, this article focuses on general principles that novice instructors should consider when selecting technology for their courses. One principle is that technology should support “deliberate practice,” which encompasses many types of active learning. Instructors should be aware of the various constraints they face, including the numerous cognitive challenges to effective teaching, limitations to their own “working memory,” and potentially limited resources of their students and institutions. The “Substitution, Augmentation, Modification, Redefinition” (SAMR) framework is introduced to explain how technology might influence instruction. Finally, instructors should learn how to optimally use the technology they select.

Date: 2024
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DOI: 10.1080/00220485.2023.2274026

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