Model for My Students?: I'm Not Sure How to Integrate Technology Either!

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Author(s): Lucretia M. Fraga (University of the Incarnate Word, USA), Sandra L. Guzman Foster (University of the Incarnate Word, USA)and Lori Falcon (University of the Incarnate Word, USA)
Copyright: 2019
Pages: 16
Source title: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-5557-5.ch015

Keywords: Blended & Mobile Learning / Education / Higher Education / Information Science Reference

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Abstract

This chapter discusses two case studies that examined tenure/tenure track faculty who participated in a consultative support model of professional development at one private university in South Texas. The professional development was faculty driven and focused on improving faculty technology skills and classroom use of technology tools. This pilot study was the result of a unique situation where two faculty members were given the opportunity to work with a technology consultant on an individual and weekly basis. Influences such as lack of time, faculty load, student skill level, and rapid changes in technology all contributed in shaping the roles and practices of higher education faculty's use of technology. However, utilizing participatory action research both professors surmised that the consultative approach allowed for all participants to engage as learners, which assisted higher education faculty's development in the use of technology.

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Model for My Students?: I'm Not Sure How to Integrate Technology Either!

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