Abstract

This paper is an analysis of the affordances technology provides Harvard Case Method (HCM) teaching. The article focuses on the observations and subsequent interviews of multiple instructors over time as they taught the HCM in-person, online through the Covid pandemic, and post-Covid. We identify adjustments instructors made using technology to augment in-person teaching of the HCM post-Covid. This article proposes the PICRAT (Passive, Interactive, Creative, Replace, Amplify, Transform) model of technology integration as a framework for analyzing how instructors used technology to enhance HCM teaching. We observed multiple technology innovations that contributed to the passive, interactive, and creative learning environment of students. We also observed instructors using technology to replace, amplify, and even transform activities that were previously done without the use of technology. In addition, we analyzed how instructors used technology during the four stages of HCM teaching; Read, Discuss, Engage, and Reflect. The paper concludes by proposing specific applications of technology usage in teaching the HCM to improve both instructor and student experience and outcomes.

Degree

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

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