The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members’ Technology Use
| Autor: | Mary W. Paul, Trang Phan, Meina Zhu |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
050101 languages & linguistics
Medical education Instructional technology Emerging technologies Learning environment media_common.quotation_subject 05 social sciences Professional development 050301 education Education Teaching philosophy Management of Technology and Innovation Scale (social sciences) Perception Quantitative research ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Psychology 0503 education media_common |
| Zdroj: | Contemporary Educational Technology. 13:ep307 |
| ISSN: | 1309-517X |
| DOI: | 10.30935/cedtech/10885 |
| Popis: | This study portrays profile uses of technology in the classroom by faculty at a school of education at a university in Central California (N = 47). First, it describes their professional uses of certain technology on a frequency scale. Second, it reports the effects of faculty’s teaching philosophy and perceptions of instructional technology (IT) in their teaching practice with regards to use of technology. This study employed quantitative data analysis. The findings indicate that faculty’s teaching goals and perception of the learning environment play an important role in determining their uses of technology. Third, it reveals faculty’s motivation and challenges to use certain technological tools in their teaching. Specifically, the participants reported high levels of motivation for using various new technologies, minimal challenges to IT use in their classroom and their actual uses of such technology being unknown. Given the faculty’s high motivation (or absence of barriers) of using various innovative technology, one of the suggestions for future professional development programs is to offer training which moves beyond understanding how to use technology, and addresses the effectiveness and efficiency of teaching with technology. |
| Databáze: | OpenAIRE |
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