Faculty mentoring program to incorporate new technology into college courses : Statewide findings
Faculty mentoring program to incorporate new technology into college courses : Statewide findings
Date
2008
Authors
Boulay, Rachel A.
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
Description
Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.
This qualitative study explored 78 faculty who participated in a statewide initiative to incorporate technology into college courses. Participants taught at seven different institutions of higher education in the state of Hawaii. Participants were paired with a mentor who worked with them for one or two semesters to learn new technologies and integrate those technologies into their curricula. This study triangulated data from multiple methods and sources: (1) course products and instructional materials, (2) written narratives describing faculty's familiarity and use of technology in courses, and (3) site visits to institutions and discussions with participants. Further, the course products served as a measure of the participants' use of technology and were used to determine their level of technology use, based on the Concerns Based Adoption Model continuum (Hall & Hord, 1987). Findings suggest that a strong technology mentoring program (Chuang, Thompson, & Schmidt, 2003) promoted substantial progress among study participants to model technology for students. Additionally, a strong proportion of faculty quickly incorporated technologies into courses and promoted student use of technology, in a short period of time, with the support of a technology mentor.
Includes bibliographical references.
Also available by subscription via World Wide Web
201 leaves, bound 29 cm
This qualitative study explored 78 faculty who participated in a statewide initiative to incorporate technology into college courses. Participants taught at seven different institutions of higher education in the state of Hawaii. Participants were paired with a mentor who worked with them for one or two semesters to learn new technologies and integrate those technologies into their curricula. This study triangulated data from multiple methods and sources: (1) course products and instructional materials, (2) written narratives describing faculty's familiarity and use of technology in courses, and (3) site visits to institutions and discussions with participants. Further, the course products served as a measure of the participants' use of technology and were used to determine their level of technology use, based on the Concerns Based Adoption Model continuum (Hall & Hord, 1987). Findings suggest that a strong technology mentoring program (Chuang, Thompson, & Schmidt, 2003) promoted substantial progress among study participants to model technology for students. Additionally, a strong proportion of faculty quickly incorporated technologies into courses and promoted student use of technology, in a short period of time, with the support of a technology mentor.
Includes bibliographical references.
Also available by subscription via World Wide Web
201 leaves, bound 29 cm
Keywords
Citation
Extent
Format
Geographic Location
Time Period
Related To
Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education; no. 5094
Table of Contents
Rights
All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.