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Technology enhanced teaching and lea...

McCready, Peggy A.

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Technology enhanced teaching and learning: A study that examines how three diverse universities are influencing change.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Technology enhanced teaching and learning: A study that examines how three diverse universities are influencing change./
Author:	McCready, Peggy A.
Description:	151 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education, Technology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3592886
ISBN:	9781303346965

Technology enhanced teaching and learning: A study that examines how three diverse universities are influencing change.
McCready, Peggy A.

Technology enhanced teaching and learning: A study that examines how three diverse universities are influencing change. - 151 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ed.D.)--University of Pennsylvania, 2013.

Recent trends toward on-line learning and open education suggest that the role of technology will only become more prominent in higher education. As a result, faculty members will increasingly be expected to infuse more technology in face-to-face courses, while teaching in multiple course delivery modalities. Senior administrators and technology leaders are faced with the dilemma of advancing technology enhanced teaching and learning practices for a faculty that isn't necessarily convinced change is necessary. The resulting tension between the administration and faculty will either limit actual change or prevent it completely. The following research examines those factors influencing the growth in technology-based teaching and learning at three very different institutions that have a focus on research and teaching. The study also examines those strategies or actions shown to be helpful in advancing new and innovative teaching practices. The research sites include Duke University, the University of Central Florida and the University of California, Berkeley. The findings suggest that there isn't a one-size-fits-all solution to advancing technology enhanced teaching and learning, and an institution's ability to successfully lead change requires a shared understanding of why change is necessary. Change efforts require more than just a few faculty members that are willing to explore new teaching practices, as well as sufficient resources to advance experimental teaching initiatives. Incentives aimed at advancing the innovative use of technology to support teaching and learning goals also play an important role in leading change. The research suggests that the factors influencing technology enhanced teaching and learning differ among institutions and are unique to the institution's mission, history, culture, and student population. Senior leaders all too often come into an institution and attempt to lead change based on their experience at a former place of employment. The findings suggest that leaders need to become familiar with the unique characteristics of an institution before making decisions about how best to advance technology enhanced teaching and learning, while partnering with the faculty in leading change.

ISBN: 9781303346965Subjects--Topical Terms:

1018012
Education, Technology of.

Technology enhanced teaching and learning: A study that examines how three diverse universities are influencing change.
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245 1 0 $a Technology enhanced teaching and learning: A study that examines how three diverse universities are influencing change.
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500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Robert M. Zemsky.
502 $a Thesis (Ed.D.)--University of Pennsylvania, 2013.
520 $a Recent trends toward on-line learning and open education suggest that the role of technology will only become more prominent in higher education. As a result, faculty members will increasingly be expected to infuse more technology in face-to-face courses, while teaching in multiple course delivery modalities. Senior administrators and technology leaders are faced with the dilemma of advancing technology enhanced teaching and learning practices for a faculty that isn't necessarily convinced change is necessary. The resulting tension between the administration and faculty will either limit actual change or prevent it completely. The following research examines those factors influencing the growth in technology-based teaching and learning at three very different institutions that have a focus on research and teaching. The study also examines those strategies or actions shown to be helpful in advancing new and innovative teaching practices. The research sites include Duke University, the University of Central Florida and the University of California, Berkeley. The findings suggest that there isn't a one-size-fits-all solution to advancing technology enhanced teaching and learning, and an institution's ability to successfully lead change requires a shared understanding of why change is necessary. Change efforts require more than just a few faculty members that are willing to explore new teaching practices, as well as sufficient resources to advance experimental teaching initiatives. Incentives aimed at advancing the innovative use of technology to support teaching and learning goals also play an important role in leading change. The research suggests that the factors influencing technology enhanced teaching and learning differ among institutions and are unique to the institution's mission, history, culture, and student population. Senior leaders all too often come into an institution and attempt to lead change based on their experience at a former place of employment. The findings suggest that leaders need to become familiar with the unique characteristics of an institution before making decisions about how best to advance technology enhanced teaching and learning, while partnering with the faculty in leading change.
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