Insuring That Technology-Enriched Service-Learning Lives Up to the Promise of a High-Impact Activity

Abstract

A fair amount of evidence indicates that service-learning qualifies as a high-impact activity when delivered effectively. This chapter considers four key challenges that need to be addressed to replicate the experiences and achieve the educational purposes of a traditionally delivered service-learning course. They are whether technology can be used to (1) tailor assignments to accommodate students’ cognitive and intellectual developmental levels; (2) provide timely, constructive, personalized feedback; (3) ensure hundreds or more students effectively integrate and transfer what they are gaining from their service-learning experience; and (4) enable faculty to become confident and competent in using engaging pedagogies that make service-learning develop-mentally powerful. In all likelihood, the technology-enriched service-learning offerings yielding the high-impact outcomes associated with the traditional model will take hybrid forms.