Creating a model for technology integration through a “technology intensive” course designation

Fulford, Catherine P.; Ho, Curtis

doi:10.1007/bf02763258

Cited by 3 publications

(2 citation statements)

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“…Similarly, Fulford and Ho ( 2002 ) described how the Learning Enhancements through Innovation (LEI) Aloha Project used technology training and mentoring to enable students and faculty members to develop their technology skills. In the program, student-mentors guided faculty in creating technology-driven courses, and the study by Fulford and Ho ( 2002 ) suggested that faculty who received technology mentoring increased their confidence and refined their skills in using technology. Another example is the Bay Path College professional development approach that includes training and orientation, peer-mentoring, and continual guidance to prepare its faculty for teaching online.…”

Section: Leveraging Technology Mentoring To Develop Tk Pk and Tpkmentioning

confidence: 99%

Why and How Colleges and Universities Should Leverage Technology Mentoring to Maximize Faculty’s Technology Integration Efforts

Edouard

2022

TechTrends

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The demand for postsecondary and online courses is rising, requiring colleges and universities to turn to technology to keep up with the trend. In 2020, the COVID-19 pandemic accelerated the higher education transition to online teaching, forcing faculty to use technology to teach. Although technology is ubiquitous in higher education and indispensable for meeting students’ needs, many institutions struggle to train faculty to teach with technology. Simply put, traditional technology training and workshops fail to prepare faculty for success in technology-driven teaching environments. Conversely, research indicates that technology mentoring seems promising in enabling faculty to learn and use technology. Consequently, this paper, informed by three components of the Technological Pedagogical Content Knowledge (TPACK) Framework, draws on the literature on technology mentoring to discuss why and how more colleges and universities should leverage technology mentoring to develop their faculty members’ technological, pedagogical, and technological pedagogical knowledge. Suggestions for future research are provided.

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Section: Leveraging Technology Mentoring To Develop Tk Pk and Tpkmentioning

confidence: 99%

Why and How Colleges and Universities Should Leverage Technology Mentoring to Maximize Faculty’s Technology Integration Efforts

Edouard

2022

TechTrends

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“…The Learning Enhancements through Innovation (LEI) Aloha Project began in 1996 and matured into a viable model for technology integration. Fulford and Ho [8] developed a model of institutional change for technology integration based on faculty mentoring. The Technology Intensive (TI) Courses Model used graduate students as "technology mentors" to assist COE faculty with technology integration [9].…”

Section: Introductionmentioning

confidence: 99%

Technology Mentoring: Research Results across Seven Campuses

Boulay

Fulford

2009

Education and Technology for a Better World

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Abstract.Representatives from seven community college campuses throughout Hawaii were designated to coordinate the creation of Technology Intensive (TI) courses using a model developed at the University of Hawaii at Manoa. Data collection focused on qualitative measures: written narratives, pre and post surveys, and samples of technology products and curriculum changes. This approach allowed for the detection of subtle changes in faculty growth with regard to technology. Findings suggest that a strong mentoring program promoted substantial progress among study participants to model technology for students. Many faculty members quickly incorporated technologies into courses and promoted student use of technology in a short period of time. Participants transferred the technologies they learned with their mentor into classroom instruction and modeled the use of these technologies for their students. Technology mentoring transformed faculty into able technology users, diversifying their use of technology to accomplish specific teaching objectives.

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Students' Perceived Difficulty and Satisfaction in Face-to-Face vs. Online Sections of a Technology-Intensive Course

Lee

Nuatomue

2021

International Journal of Distance Education Technologies

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One of the major concerns about online learning has been the low level of student satisfaction and retention rates. Using the community of inquiry (CoI) framework, this study examined course delivery modes and students' perceived ratings of course difficulty in online and face-to-face sections of a technology-intensive course and how the delivery modes and perceived difficulty were related to the essential elements of the CoI framework and course satisfaction. The findings revealed that more students in the online section found it difficult to learn in a technology-intensive course. Also, while different delivery modes were closely related to social presence, students' perceived course difficulty was significantly related to teaching and cognitive presences of the CoI framework. Additionally, there was a correlation between students' perceived difficulty ratings and student satisfaction in online learning.

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Creating a model for technology integration through a “technology intensive” course designation

Cited by 3 publications

References 0 publications

Why and How Colleges and Universities Should Leverage Technology Mentoring to Maximize Faculty’s Technology Integration Efforts

Why and How Colleges and Universities Should Leverage Technology Mentoring to Maximize Faculty’s Technology Integration Efforts

Technology Mentoring: Research Results across Seven Campuses

Students' Perceived Difficulty and Satisfaction in Face-to-Face vs. Online Sections of a Technology-Intensive Course

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