Technology adoption into teaching and learning by mainstream university faculty: A mixed methodology study revealing the ‘how, when, why, and why not’
Pamela Stone Nicolle, Louisiana State University and Agricultural & Mechanical College, United States
Louisiana State University and Agricultural & Mechanical College . Awarded
The field of educational technology has been and continues to be an influential component within the vast array of educational strategies, pedagogies, plans, and processes designed to enhance student learning. Faculties are realizing the relevance and potential of educational technologies in their teaching and professional and personal growth. However, the distance between envisioning technological use and actual implementation is often a long, winding road for many educators.
University faculty members are in the midst of a strong emphasis by various stakeholders to travel that road and to travel it with speed and accuracy. The mainstream members of tertiary level faculties encounter both obstacles and support along the road in varying degrees and proportions. The purpose of this exploratory mixed methodology study was designed to reveal the voice of those often hesitant travelers and to determine the how, when, why, and why not of their choosing to integrate technology into their teaching and learning. Data were collected through a survey administered to faculty from three academic colleges and interviews of selected survey respondents.
Data were analyzed descriptively, by way of path analysis, and with the constant comparative method. This study attempted to provide insight into the processes of the adoption of innovation by mainstream faculty members, thus resulting in a Technology Integration Process Model. The results suggest that faculty members recognize potential benefits of technology in teaching and learning and that peer interactions and collegiality are significant in helping them learn new innovations and strategies. This fundamental knowledge is expected to inform the design of professional development relevant to those continuing on the journey and those who have not yet chosen to travel.
Nicolle, P.S. Technology adoption into teaching and learning by mainstream university faculty: A mixed methodology study revealing the ‘how, when, why, and why not’. Ph.D. thesis, Louisiana State University and Agricultural & Mechanical College.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com
Cited ByView References & Citations Map
The Role of Peer Influence and Perceived Quality of Teaching in Faculty Acceptance of Web-Based Learning Management Systems
Florin D Salajan, North Dakota State University, United States; Anita G Welch, Emirates College for Advanced Education, United Arab Emirates; Chris M Ray & Claudette Peterson, North Dakota State University, United States
International Journal on E-Learning Vol. 14, No. 4 (2015) pp. 487–524
Francis Kibaru, University of Missouri, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1530–1535
Jada Williams, Queens University of Charlotte, United States; Beth Martin, UNC Greensboro, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 836–838
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.