I don't think other faculty know who's learning what technologies.

well, it seems that instructors who learn new technologies get to teach cool classes with high enrollments, so that's probably a reward in some ways.

Folks here are acknolwedged for the effrots in the area of technology in the form of acknowldgement, course releases for certain activites and a Technolgoy Development grant where a person gets $ and has to attend workshops with other technology fellows.

FT faculty do not receive recognition for these efforts. The institution has a few technology fellowships for faculty, but not many.

Learning and using the technologies are often their own reward - building websites, having syllabi online, using list-serves - make larger area discussions easier and allow for teaching that explores additional directions.

the english department is traditional so they don't value work in multi-modality or even appreciate what is invovled in teaching visual rhetoric/web composition. There's some sense that this is a "pet project" by the one professor who does this. "Fine for

Teachers simply take on the task out of a sense of professional responsibility to teach relevant skills and design relevant assignemnts.

there's significant peer support and encouragement for learning among faculty, tho no "reward" per se.

Course credit for grad students, otherwise no rewards

Rewards are intangible but real - personal satisfaction, student excitement, transfer of learning to other kinds of tasks.

The university offers some summer workshops with modest stipends

The college will pay for any coursework/training we want to do.

There is no reward for learning technology in my department.

A CV line and a blurb for the job market (for which no theoretical or pedagogical savvy is required) is usually all that is sought in pursuing technology anyway, so it is all that is expected. Again, lit grad students make up the majority of the WP staff.

In my program, work with technology is sen as an important aspect of rhetoric and professional communication. We, however, don't have the institutional resources to officiall support that commitment.

Participation in university and writing program workshops is compensated.

Facutly can earn course release to design their first distance learning course. They can also write institutional and district grants to learn technologies and incorporate them into their courses.

there is really no benefit except professional development or personal gratification for student achievement.

I'll find out when I go up for tenure! Honestly--there is yet no precedence in my program

Teachers use technology on a voluntary basis; thus far, 100 % of our faculty have used some form or another of technology in their class.

Instructors are praised in annual review letters. The department springs for lunch at workshops.

learning technology has always been an option here, if one wanted it -- never expected

Some programs provide faculty with stipends to take workshops, etc. Grants programs provide financial and other benefits.

There is generally no one-to-one correspondence between IT development and pay, advancement, or release time. However, such experience can add to a more general assessment of teaching or professional excellence/investment that is highly regarded rewarded

It is "appreciated" but not rewarded.

If you use technology here, it's fine, but it's not particularly important to do so. Reward is what you and students get out of it.

we now make participation competitive by giving a small stipend; so people are paid to come but only if they are chosen (so pay is used as an incentive but the application process is a hedge against people not being serious about the effort)

How is someone rewarded for teaching a novel they've never read before? The question presumes that rewards are extrinsic, and I reject that.

Sometimes there are course releases for learning to teach with technology. I think the greater monetary rewards come from the projects that this type of learning enables which are often funded by grants once the instructor has a grasp of the technology.

It depends. If the university has a big initiative, they may seed it with a reward. But it's a booster intended to launch a program that eventually will be free.