Who am I? The influence of teacher beliefs on the incorporation of instructional technology by higher education faculty
Susan B. Lucas, The University of Alabama, United States
The University of Alabama . Awarded
In order to better serve the teaching and learning process in higher education, technology resource center personnel must first understand why faculty do or do not readily incorporate instructional technology into their teaching methodology. Most research points to extrinsic issues such as a lack of institutional and financial support, a lack of time, a lack of technical knowledge, and a lack of technology as the primary barriers to incorporation. This study, however, looked at how faculty perceive themselves as teachers and explored how intrinsic fundamental beliefs about teaching, not extrinsic resource-based barriers, may cause faculty to resist or to support instructional technology incorporation.
The subjects of this study were separated into three groups, based on their level of instructional technology use. Three sets of data sources were then used: a Teaching Style self-assessment instrument based on the work of Anthony Grasha, the Grasha-Reichmann Teaching Style Inventory, and three separate versions of a qualitative interview instrument. The data from each instrument were analyzed based on group membership. The analysis of the data pointed to key differences among the groups in terms of beliefs toward and use of instructional technology. More importantly, the analysis showed a difference among the groups in terms of teacher beliefs. This difference in beliefs is a key element, and the first step, in understanding the incorporation of instructional technology.
Lucas, S.B. Who am I? The influence of teacher beliefs on the incorporation of instructional technology by higher education faculty. Ph.D. thesis, The University of Alabama.
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
Natalie Abell & Melissa Cain, The University of Findlay, United States; Cheng-Yuan Corey Lee, Coastal Carolina University, United States
International Journal on E-Learning Vol. 15, No. 4 (2016) pp. 401–422
Xin Bai, York College, City Univ. of New York, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 114–120
Alan Anderson & Nicholas Barham, University of Newcastle; Maria Northcote, Avondale College
Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)
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.