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Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Evaluating a Professional Development Program for Course Redesign With Technology: The Faculty End-User Experience

Evaluating a Professional Development Program for Course Redesign With Technology: The Faculty End-User Experience
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Author(s): Elaine V. Bernal (California State University – Long Beach, USA) and Lesley S. J. Farmer (California State University – Long Beach, USA)
Copyright: 2018
Pages: 22
Source title: Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5631-2.ch021

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Abstract

This study evaluated a California State University Course Redesign Professional Development program, focusing on the user experience of STEM faculty as they learned about technology and applied their learning to develop technology-enriched instructional strategies that enhanced students' own educational experiences. Data were collected from the first two academic years of the professional development program. A conceptual framework that melded andragogy, Technological, Pedagogical, and Content Knowledge (TPACK), Diffusion of Innovation, and Communities of Practice theories were used to analyze archived professional development training content and faculty-produced electronic portfolios. The findings demonstrate that faculty collaborative processes in the online training and in site-based collaborative efforts were the main aspect of the course redesign program that facilitated technology integration, instructional development, and positive student learning outcomes.

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