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Pedagogy, Technology Acceptance, and...

Ross, Rachel,

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Pedagogy, Technology Acceptance, and Technological Pedagogical Content Knowledge Among Nursing Faculty /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Pedagogy, Technology Acceptance, and Technological Pedagogical Content Knowledge Among Nursing Faculty // Rachel Ross.
作者:	Ross, Rachel,
面頁冊數:	1 electronic resource (114 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
Contained By:	Dissertations Abstracts International86-11B.
標題:	Educational technology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31932051
ISBN:	9798314882818

Pedagogy, Technology Acceptance, and Technological Pedagogical Content Knowledge Among Nursing Faculty /
Ross, Rachel,

Pedagogy, Technology Acceptance, and Technological Pedagogical Content Knowledge Among Nursing Faculty /Rachel Ross. - 1 electronic resource (114 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: B.

Integrating pedagogical and technological knowledge among faculty is crucial, especially within Florida state colleges' Nursing (ADN) programs. I explored the impact of three decades of technological advancements on faculty's ability to incorporate technology into their teaching methods using a qualitative, exploratory design; I conducted semi-structured interviews via Microsoft Teams. The analysis of faculty perceptions, experiences, and challenges reveals a significant gap in pedagogical knowledge despite strong subject matter expertise, indicating underdeveloped instructional strategies and learner-centered pedagogies. Additionally, participants exhibited a diverse understanding of the Technological Pedagogical Content Knowledge (TPACK) framework, highlighting difficulties in effectively integrating technology, pedagogy, and content knowledge. Age-related differences in technology acceptance were noted, with younger faculty showing greater confidence and adaptability in technology integration. While offering valuable insights into the experiences of an all-female cohort, I recognize the inherent limitation posed by the lack of a diverse gender perspective, which contrasts with the predominantly male-dominated technology industry, thus potentially skewing the representation of varied viewpoints.Additionally, the qualitative nature of this inquiry, which is grounded in hermeneutics, raises the possibility of response bias. This investigation aligns with existing scholarly literature highlighting technology integration challenges in higher education (e.g., Mishra & Koehler, 2006; Harris, Mishra, & Koehler, 2009). The discoveries emphasize the necessity for systematic professional development programs to enhance pedagogical knowledge and the integration of TPACK to improve teaching effectiveness and student learning outcomes. Future research endeavors could explore the efficacy of targeted interventions and the influence of institutional factors on technology utilization while also including a diverse participant pool to yield a more comprehensive understanding.

English

ISBN: 9798314882818Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Teaching

Pedagogy, Technology Acceptance, and Technological Pedagogical Content Knowledge Among Nursing Faculty /
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