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Author : Heath V. Tuttle
Publisher :
ISBN 13 : 9781267491510
Total Pages : pages
Book Rating : 4.4/5 (915 download)
Download or read book The Lived Experiences of Faculty who Use Instructional Technology written by Heath V. Tuttle and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Susan Therese Collins
Publisher :
ISBN 13 :
Total Pages : 259 pages
Book Rating : 4.:/5 (131 download)
Download or read book Higher Education Faculty Members' Experience Implementing Instructional Technology Tools and Changing Instructional Practices During the COVID-19 Pandemic written by Susan Therese Collins and published by . This book was released on 2022 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe the lived experiences of higher education faculty with implementing instructional technology tools and changing instructional practices at a public university in the western United States during the novel coronavirus disease (COVID-19) pandemic emergency remote teaching. Guiding this study was Bandura’s (1977) theory of self-efficacy pertaining to an individual's belief and confidence in their ability to perform and have control over the necessary motivation, behaviors, and social environment to produce specific outcomes. Additionally, the Technology Pedagogy Content Knowledge (TPACK) framework and andragogical principles provided the theoretical underpinnings of this study. Data were collected from 13 participants through individual interviews, collection of documents and artifacts, and focus groups and analyzed using Moustakas’ (1994) transcendental phenomenological approach. Four themes emerged: (a) teaching experience, (b) student performance, (c) workload, health, and personal responsibilities, and (d) silver linings. Participants reported prior experience teaching online, or mastery experiences, as a major contributing factor in their increased self-efficacy with the transition to emergency remote teaching. Institutional support for online teaching, online teaching and learning training for all faculty and students, and increasing online course offerings were revealed as recommendations to facilitate institutional emergency readiness. The lived experiences described by participants revealed that experience, proper training, a supportive culture with appropriate systems and policies in place were crucial with implementing online instructional technology tools and changing instructional practices during emergency remote teaching. While the COVID-19 pandemic presented challenges for participants in a variety of ways such as with student performance, increased workload, teaching style preference issues, health, and personal responsibilities, there were silver linings that emerged such as information gained addressing institutional emergency readiness factors, new skillsets attained, social justice solutions realized such as ways to serve students with disabilities more effectively, and solutions to other diversity, equity, and inclusion issues. Future research could also expand to students to gain a deeper understanding of how emergency remote learning affected them during the pandemic.
Author : Ilena D. Key
Publisher :
ISBN 13 :
Total Pages : 153 pages
Book Rating : 4.:/5 (115 download)
Download or read book Understanding the Lived Experience of Faculty that Integrate Instructional Technologies Into Their Teaching written by Ilena D. Key and published by . This book was released on 2019 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Universities seek to educate students who come from a K-12 environment where they have developed 21st-century skills. Therefore, students expect faculty to be using technology to reinforce concepts, increase engagement, and help them learn. The purpose of this interpretative phenomenological analysis study was to understand the experiences of tenure-track university faculty when adopting instructional technologies into their teaching. The main question that the research sought to answer was: How do tenure-track faculty members in the College of Arts and Sciences at Lehigh University make sense of the experience of adopting instructional technologies into their teaching? Data were collected through interviews with nine faculty members in the College of Arts and Sciences at Lehigh University who had successfully adopted instructional technologies into their teaching and who had worked with the Center for Innovation in Teaching and Learning. The results indicated that the primary motivation for faculty members in using instructional technologies was to engage students and to increase efficiency. Faculty also expressed that students were generally enthusiastic about the use of instructional technologies. Additionally, participants expressed an overall lack of a supportive culture towards teaching and learning on Lehigh's campus. Barriers to adopting instructional technologies included issues of academic integrity and the abovementioned lack of a supportive culture towards teaching. The participants underscored the importance of alignment between sound pedagogical goals and instructional technologies as being the key to successful adoption"--Author's abstract.
Author : M Troy Martin
Publisher :
ISBN 13 :
Total Pages : 83 pages
Book Rating : 4.:/5 (14 download)
Download or read book Faculty Members’ Lived Experiences with Open Educational Resources written by M Troy Martin and published by . This book was released on 2018 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: The cost of textbooks has continued to increase, and the financial effect on students in higher education is significant. Numerous studies have been done to learn more about student and faculty perceptions toward Open Educational Resources (OER) use. Recent studies confirm that most instructors would use OER in order to alleviate the financial burden placed on students; however, OER adoption rates do not reflect this belief. In my study I sought to better understand what instructors experience when they search for OER. In this phenomenological study, I interviewed faculty who expressed a desire to use OER and to capture their lived experiences of adopting and adapting OER. I would like to better understand what is working well for these faculty and what challenges exist as they seek to find and adopt OER and identify possible solutions that could improve OER adoption rates. I learned that there is a desire to use OER to reduce the financial burden that textbooks impose on students, but that there is very little understanding on where to find quality OER and tools that are needed to adapt it. Future research may focus on ways to improve the process of finding and customizing OER so that it can be an alternative to expensive textbooks.
Author : Misty Haynes Cobb
Publisher :
ISBN 13 :
Total Pages : 180 pages
Book Rating : 4.:/5 (94 download)
Download or read book Learning to Teach Online written by Misty Haynes Cobb and published by . This book was released on 2014 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given a burgeoning focus on faculty professional development and faculty participation in technologically mediated instruction, it is increasingly important to understand how faculty members learn to teach online. It is critical to know the types of learning experiences that faculty deem as meaningful. The purpose of this study is to examine retrospectively the learning experiences of faculty who participated in formal professional development for online instruction and stated that they made an instructional change(s) based on their learning. In this study, I used the transformational learning theory (Mezirow, 1991, 1997, 2000a, 2000b, 2009a, 2009b) as a framework for interviewing the faculty participants and interpretive phenomenological analysis to examine the data. To understand more about the learning experiences that faculty have that transform their instructional practices, this study explores the learning experiences of higher education faculty who participated in professional development provided by Blackboard personnel at Blackboard/institution sponsored Blackboard Days and Never Stop Learning Tour events (details regarding the nature of these events are described in Chapter 3). Over 600 evaluations were collected from faculty who participated in 47 sessions at Blackboard sponsored Blackboard Days and Never Stop Learning Tour events. One of the six questions faculty participants were asked is "How likely are you to change your teaching practices based on this session?" Greater than 90% of the faculty's responses indicated that they are "very likely" or "somewhat likely" to change their teaching practices. I arrived at a purposive sample of six faculty who stated that they did change their instructional practices. Two of the faculty participants had informational learning experiences while four participants had transformational learning experiences. Although there were similarities, catalysts for learning varied for each participant. Prompts for faculty learning may occur during the professional development session(s); however, learning may occur during or after the event. The results of this study provide knowledge about what types of learning transforms faculty's instructional practices and are important for online learning administrators, various academic administrators, and others who help to prepare faculty for online teaching.
Author : Pamela Donlan
Publisher :
ISBN 13 :
Total Pages : 17 pages
Book Rating : 4.:/5 (957 download)
Download or read book Faculty Lived Experiences Integrating Technology-assisted Educational Practices Into an Entry Level Physical Therapy Curriculum written by Pamela Donlan and published by . This book was released on 2016 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the nation, innovative technologies have changed instructional processes throughout higher education. In physical therapy (PT) programs, faculty must work to integrate technology into a complex academic curriculum that prepares students to be hands-on healthcare practitioners. The purpose of this study was to uncover how physical therapy faculty make sense of their lived experiences integrating innovative technology-assisted educational practices (ITAEP) into their curriculums. This researcher used an interpretative phenomenological analysis (IPA) approach to explore their experiences, and gather data through individualized, semi-structured interviews. Data analysis yielded three superordinate themes: awareness of barriers, appreciation for educational contributions, and respect for program integrity. Findings revealed that faculty experienced internal and external barriers that affected technology integration efforts. Additionally, they were encouraged by the ability of technology to reach diverse learners and promote metacognition, and were enthusiastic about the pedagogical advantages of student input. Further, in-person instruction and intentional, judicious technology integration was experienced as crucial to program integrity. Findings are relevant to administrators and PT faculty as they work to advance quality pedagogy. They are also of value to technical support specialists as they work to provide technology based training and guidance. Additional research is needed to further explore faculty experiences with specific innovations, investigate the ways in which technology contributes to pedagogy within the PT curriculum, and obtain feedback about the role of technology in a traditional face-to-face health professions program.
Author : Darci L. Lammers
Publisher :
ISBN 13 :
Total Pages : 127 pages
Book Rating : 4.:/5 (892 download)
Download or read book Faculty Lived Experiences in the Design and Development of Online Courses with a College of Medicine written by Darci L. Lammers and published by . This book was released on 2014 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Health care education programs are being moved to the online environment in an effort to attract and retain students and are being made easier with all of the technological advances in healthcare. A unique situation occurs when faculty members also work as practitioners in a health care setting. The faculty role is a balancing act between their roles as online course designers and their professional responsibilities that come with their daily work requirements. Faculty within a college of medicine are also often responsible for maintaining their own expertise and credentials in their fields (e.g., nursing, physicians) while learning how to design courses for online delivery. Adding to the workload of these individuals is the short half-life of knowledge in health care disciplines, which has made it necessary for faculty to utilize multiple instructional strategies in clinical practice settings to facilitate learning environments. The rationale for this study was based on the need for research regarding faculty experiences in online course development within a college of medicine. The phenomenon of how college of medicine faculty develop and manage online courses while balancing their own continuing education, clinical practice, and the rapidly changing body of knowledge in health care needs to be clearly understood so that college leadership can provide faculty with appropriate faculty development programs. This phenomenological study explored, through the use of guided interviews, the lived experiences of faculty in a college of medicine. Faculty members chosen for the study are responsible for creating online courses while maintaining their positions as practitioners in their field. During the data analysis phase, five categories were created that provide a framework for presenting the research findings in comparison to the literature. These five categories are (a) faculty roles and practitioner responsibilities; (b) instructional design and course development; (c) teaching environment; (d) technology; and (e) economic concerns. Interpretations of the data provided valid information and recommendations for leadership in a college of medicine to ensure that faculty members are adequately prepared to design and teach courses in the online environment.
Author : Alison A. Hammack
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)
Download or read book The Lived Experiences of Faculty in the COVID-19 Pandemic Shift in Instruction written by Alison A. Hammack and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to understand the lived experiences of mathematics faculty teaching during the COVID-19 pandemic’s rapid shift from on-campus instruction to online education. Faculty are the primary influencers at a college. Their perspectives on the challenges and changes to teaching practices may determine a college's response to improving teaching and learning during a crisis. At the time of the COVID-19 transition, many faculty had no experience creating and teaching an online course, and some had previously been resistant to teaching online. Using a phenomenological approach, nine participants at a large state college were interviewed using the Teacher-Centered Systemic Reform (TCSR) model (Gess-Newsome et al., 2003) as the framework. Five themes emerged from the initial layer of contextual awareness. The themes described participants’ inner turmoil based on the pandemic environment and the subsequent changes. The participants described the phenomena in five overlapping themes of emotional context: a) professional emotion challenges, (b) professional learning, (c) pedagogy, (d) teacher culture, and (e) instructional values. The findings revealed a new category to the Teacher-Centered Systemic Reform (TCSR) model, emotional context. The study filled a gap in the literature regarding math faculty experiences and provided recommendations for both faculty and administrators.
Author : Jade Nicole Wallace
Publisher :
ISBN 13 :
Total Pages : 438 pages
Book Rating : 4.:/5 (13 download)
Download or read book TheNature of University-Led Technological, Pedagogical, and Content Knowledge (TPACK) Professional Development written by Jade Nicole Wallace and published by . This book was released on 2018 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of technology has become customary for many faculty teaching in institutions of higher education. And, many institutions provide professional development (PD) for integrating instructional technology into the classroom. But, research shows that many PD opportunities emphasize the use of specific technology tools and are inefficient at teaching faculty how to approach technology integration that is particular to their discipline. The objective of this study was to explore instructional technology administrators' lived experiences creating technology-integration profession development opportunities for education faculty and education faculty's experiences participating in these opportunities. The rationale for this study emanates from the researcher's aspiration to create PD opportunities for education faculty that enhance the effectiveness of their teaching. This study utilized a qualitative transcendental phenomenological methodology to explore the lived experiences of instructional technology administrators and education faculty. The central question to guide this study was the following: Using the Technological, Pedagogical, and Content Knowledge (TPACK) framework, what are instructional technology administrators' lived experiences on creating technology-integration professional development opportunities for education faculty, and what are education faculty's lived experiences engaging in technology-integration professional development? Purposeful and snowball sampling methods were used for selecting three instructional technology administrators and eight education faculty. The primary data collection method was an in-depth interview; supportive methods included non-participant observations and document analysis. The data were coded through initial and focused coding. Through analysis and interpretation, data were organized into themes that emerged in the data. This study revealed many experiences associated with creating and engaging in technology-integration PD. These experiences showed that PD is created for large audiences and covers broad topics; however, education faculty are interested in support for a specific task. TPACK professional development is infrequent. However, based on the one-to-one nature of support that is often given to education faculty, there is potential to offer TPACK PD in alternative settings outside of the traditional large-group environments. Recommendations are offered for instructional technology administrators, university leaders, and further research opportunities. Given the various resources available in each instructional technology department, the recommendations put forth should be considered for its appropriateness on an individual university basis.
Author : Omur Akdemir
Publisher :
ISBN 13 :
Total Pages : 12 pages
Book Rating : 4.:/5 (16 download)
Download or read book Teaching in Online Courses written by Omur Akdemir and published by . This book was released on 2008 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Internet and computer technology have altered the education landscape. Online courses are offered throughout the world. Learning about the experiences of faculty members is important to guide practitioners and administrators. Using qualitative research methodology, this study investigated the experiences of faculty members teaching online courses. A convenience sampling was used to select the instructional technology faculty members to investigate their experiences in online courses. Semistructured interviews with faculty members teaching online courses were used as the primary source to collect data about the experiences of faculty members in online courses. Results of the study showed that faculty members' interest in using technology and the amount of time available to them for online course design affected the quality of online courses. The findings of this study also indicated that design quality of online courses is affected by the interest of faculty members to use the technology and the time that they can devote to planning, designing, and developing online courses. The poor design of existing online courses, high learning expectations of individuals from these courses, and the future of online courses are the concerns of faculty members. Higher education institutions should support workshops and trainings to increase the skills and interests of non-instructional design faculty members to design and develop online courses.
Author : Eyvind Elstad
Publisher : Springer
ISBN 13 : 9463006486
Total Pages : 259 pages
Book Rating : 4.4/5 (63 download)
Download or read book Digital Expectations and Experiences in Education written by Eyvind Elstad and published by Springer. This book was released on 2016-08-18 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduction; Part I. Educational Technology Beyond Learning; Educational Technology – Expectations and Experiences: An Introductory Overview; ICT and Education Beyond Learning: A Framework for Analysis, Development and Critique; Part II. Educational Technology in Schools; Educational Technology in Schools: Policymaking and Policy Enactment; What Explains Pupils’ Perceived Motivational Conflict between Academic Work and Off-Task Behaviour in Technology-Rich Classrooms?; Why Is There a Wedge between the Promise of Educational Technology and the Experiences in a Technology-Rich Pioneer School?; On the Life of ICT and School Leadership in a Large-Scale Reform Movement: A Case Study; A Small Step Strategy to Boost Integration of Digital Technology in Learning and Teaching at an Upper-Secondary School; Part III. Social Networking Sites, Social Media, and Internet: Challenging Issues for Schools; Social Networking Sites, Social Media, and Internet: Challenging Issues for Schools; The Social Media Natives: The Relationship between Young Peoples’ Media User Type and Their Media Use at School; Cyber Harassment and Quality of Life; The Impact of Cyberbullying and Cyber Harassment on Academic Achievement; Ninth Graders’ Use of and Trust in Wikipedia, Textbooks, and Digital Resources from Textbook Publishers; Examining Gender Differences in ICT Literacy, Interest, and Use: Norwegian Results from the ICILS 2013; Part IV. Coda; Backwards and Forwards: Reflections on Teaching in a Digital Age.
Author : Udeme Taylor Ndon
Publisher :
ISBN 13 :
Total Pages : 440 pages
Book Rating : 4.:/5 (156 download)
Download or read book The Lived Experiences of University Faculty who Teach Using a Hybrid Instructional Model written by Udeme Taylor Ndon and published by . This book was released on 2006 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Anthony A. Pina
Publisher : IAP
ISBN 13 : 1623965284
Total Pages : 464 pages
Book Rating : 4.6/5 (239 download)
Download or read book Real-Life Distance Education written by Anthony A. Pina and published by IAP. This book was released on 2014-02-01 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: Real-Life Distance Education: Case Studies in Practice documents and discusses the experiences of those who have implemented distance learning as a solution to “real-life” problems and provides guidance to assist readers in their understanding and analysis of distance learning. This approach allows readers to develop analytic and problem solving skills. The variety of different situations within the individual case studies allows readers to apply their knowledge to new and unique situations and to explore solutions to complex issues. The book is useful as a primary or supplementary text in programs of educational technology, instructional design, learning sciences, human resource development, curriculum & instruction, media & technology or higher education.
Author : Carbonara, David D.
Publisher : IGI Global
ISBN 13 :
Total Pages : 562 pages
Book Rating : 4.3/5 (693 download)
Download or read book Instructional Technology Theory in the Post-Pandemic Era written by Carbonara, David D. and published by IGI Global. This book was released on 2024-07-22 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt: The COVID-19 Pandemic transformed nearly every aspect of daily life across the globe in just a few short years. Thankfully, weve made it a long way from the days of no contact, social distancing, masks, and general isolation. Still, many aspects of this time have continued into the present. This is particularly true regarding education, which saw a massive overhaul during that period. Remote learning and technology infused education were a necessity then, and may prove to be an invaluable improvement as we go forward. Instructional Technology Theory in the Post-Pandemic Era investigates the facets of incorporating technology and virtual spaces into education permanently. The experienced educators that compiled this book utilize their years of knowledge to bring to light the intricacies of adapting virtual education laboratories for the foreseeable future. They examine student performance metrics, detail teacher development practices, consider the social aspects of tech-infused education, and explore the implementation of new pedagogies for best results. Covering topics such as companionship in distance education, pandemic teaching experiences, and professional and teacher development, this book is a valuable resource for educators, pre-service teachers, administrators, policymakers, academicians, researchers, and more.
Author : Yamamoto, Junko
Publisher : IGI Global
ISBN 13 : 161520900X
Total Pages : 390 pages
Book Rating : 4.6/5 (152 download)
Download or read book Technology Leadership in Teacher Education: Integrated Solutions and Experiences written by Yamamoto, Junko and published by IGI Global. This book was released on 2010-06-30 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book presents international authors, who are teacher educators, and their best practices in their environments, discussing topics such as the online learning environment, multimedia learning tools, inter-institutional collaboration, assessment and accreditation, and the effective use of Web 2.0 in classrooms"--Provided by publisher.
Author : Stephen C. Puckett
Publisher :
ISBN 13 :
Total Pages : 143 pages
Book Rating : 4.:/5 (969 download)
Download or read book Teacher Perceptions of Bring Your Own Technology Classrooms written by Stephen C. Puckett and published by . This book was released on 2015 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study examined a relatively new phenomenon that has not been fully investigated in educational research: Has the implementation and utilization of mobile technology in the classroom influenced the pedagogical practices and understanding of teachers in these classrooms? Few researchers have examined the perspectives of teachers in these unique learning environments to understand their lived experiences and how this new education landscape may be impacting the teaching paradigm. This research is framed in communication and social learning theory, pedagogical theory, and mobile learning theory. (Bandura, 1969; Friere, 1968; McMahan, 1997; Schunk, 2000; Sharples, 2006; Siemens, 2005; Vgotsky, 1978) to provide lenses for understanding the essence of meaning that exists among teachers experiencing the unique phenomenon of Bring Your Own Technology (BYOT) learning environments. The participants were 12 secondary education teachers from a mid-sized suburban school system who have been implementing and utilizing BYOT for two or more years. A qualitative, phenomenological case study approach using Moustaka’s modified Van Kaam methodology was employed to collect, analyze, and report data in such a way as to honor the lived experiences of these teachers. The methodology included detailed transcription and analysis of small group interviews and journal responses. This study opened the door of 12 classrooms across a variety of content areas and shared the essence of the ii experiences of teaches as they lived in a mobile technology infused learning environment. This research found that allowing student use of mobile technology in the classroom had little impact on the core business of teaching in regards to the curriculum, assessment, and skills being taught. Rather, the BYOT phenomenon created a new sense of immediacy, flexibility, and relevancy that was influencing how teachers understand and practice pedagogy.
Author : Bawa, Papia
Publisher : IGI Global
ISBN 13 : 1799892379
Total Pages : 283 pages
Book Rating : 4.7/5 (998 download)
Download or read book Preparing Faculty for Technology Dependency in the Post-COVID-19 Era written by Bawa, Papia and published by IGI Global. This book was released on 2022-02-04 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: To cope with the pandemic, many educational institutions in the United States have resorted to emergency remote teaching (ERT). Distance/online learning is a complex process in terms of the design, analysis, and time taken to develop and implement courses and programs. Having been around for decades, it has evolved and morphed into a multidimensional procedure that needs meticulous planning, evolution, and evaluation. It provides meaningful learning experiences to students who may not otherwise have the option to attend college. Students of distance/online courses and programs usually choose to join voluntarily, and designers of such programs purposefully plan for them to be online from the start. In contrast, ERT is an emergency/crisis-based need to move teaching and learning to alternative environments until the crisis is averted or ended. Preparing Faculty for Technology Dependency in the Post-COVID-19 Era is a comprehensive guide that focuses on preparing pre-service teachers, in-service teachers, and higher education faculty to harness technology dependence in an emergency remote teaching era by discussing current and post-pandemic preparedness. Covering a wide range of topics such as digital reality, teacher preparedness, and technology dependency, this book is crucial for educators, administrators, pre-service teachers, researchers, academicians, and students.
