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College Teachers' Perceptions of Tec...

Refe Rymarczyk, Jo-Michele.

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College Teachers' Perceptions of Technology Professional Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	College Teachers' Perceptions of Technology Professional Development./
Author:	Refe Rymarczyk, Jo-Michele.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	180 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Community college education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13808071
ISBN:	9780438978768

College Teachers' Perceptions of Technology Professional Development.
Refe Rymarczyk, Jo-Michele.

College Teachers' Perceptions of Technology Professional Development. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 180 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ph.D.)--Walden University, 2019.

This item must not be sold to any third party vendors.

Community college faculty need to learn and understand the technology that is available in their classrooms so that they can teach students how to use these tools. Professional development workshops are one way that faculty members acquire knowledge of classroom technology. However, little is known about the usefulness of technology professional development workshops using active learning in a community college setting as a development option. The purpose of this qualitative study was to identify faculty members' perceptions and beliefs regarding technology professional development that incorporated active learning as a learning method. The conceptual framework included the concepts of transformative and active learning. Participants for this study included 5 faculty drawn from full-time, part-time, and adjunct faculty who registered for a technology professional development workshop featuring active learning at a community college in the U.S. Midwest. Data sources included interviews conducted before and after the workshop. Data were analyzed using NVivo software and inductive coding to identify patterns and themes. The findings of this study indicated that faculty prefer active learning to self-study or problem-based learning when learning technology because of the collaboration available within the workshop setting. This study contributes to social change because it provides insights on how teachers believe they best learn technology. Educational leaders can use this knowledge to maximize quality in future technology trainings.

ISBN: 9780438978768Subjects--Topical Terms:

2122836
Community college education.

College Teachers' Perceptions of Technology Professional Development.
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500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
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502 $a Thesis (Ph.D.)--Walden University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Community college faculty need to learn and understand the technology that is available in their classrooms so that they can teach students how to use these tools. Professional development workshops are one way that faculty members acquire knowledge of classroom technology. However, little is known about the usefulness of technology professional development workshops using active learning in a community college setting as a development option. The purpose of this qualitative study was to identify faculty members' perceptions and beliefs regarding technology professional development that incorporated active learning as a learning method. The conceptual framework included the concepts of transformative and active learning. Participants for this study included 5 faculty drawn from full-time, part-time, and adjunct faculty who registered for a technology professional development workshop featuring active learning at a community college in the U.S. Midwest. Data sources included interviews conducted before and after the workshop. Data were analyzed using NVivo software and inductive coding to identify patterns and themes. The findings of this study indicated that faculty prefer active learning to self-study or problem-based learning when learning technology because of the collaboration available within the workshop setting. This study contributes to social change because it provides insights on how teachers believe they best learn technology. Educational leaders can use this knowledge to maximize quality in future technology trainings.
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