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The Impact Teaching Online has on Technology Adoption for Face-to-Face Instruction
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, Lamar University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Technology alone is not enough to facilitate a compelling classroom environment, but when applied appropriately, it can be a crucial component. Often in higher education, the online classroom is pushed as an area of innovation with regards to teaching methodology and the adoption and implementation of new technology. While programs such as Quality Matters and OLC’s Quality Scorecard have addressed the appropriate and varied use of technology in online courses, there is little by way of a substantive equivalent for face-to-face courses. Aside from the raw measurement of technology use in face-to-face courses, a more beneficial question may be does one instructional modality inform the other? In this initial phase of a longer mixed methods research initiative, the researcher examines existing literature to see what impact, if any, does teaching online courses have on the instructor’s adoption of new or existing technology in their face-to-face classroom?

Citation

Boudreaux, K. (2017). The Impact Teaching Online has on Technology Adoption for Face-to-Face Instruction. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 133-135). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

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