Teacher Type and Technology Training

Rude-Parkins, Carolyn; Baugh, Ivan W.; Petrosko, Joseph M.

doi:10.1300/j025v09n02_05

Cited by 5 publications

(2 citation statements)

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“…He recommends developing an overall institutional strategy and a combination of narrow/deep and wide/shallow change strategies that include use of student assistants; electronic mail and instruction; collaborative learning and groupware; internal faculty grants; supporting early faculty adopters and engaging them as peer mentors; and exposing faculty to "irresistible combinations" of teaching approaches and technology that permit teaching and learning in ways that would otherwise be difficult or impossible. Openness of participants to adopting new technologies (Cervero & Yang 1994), personal beliefs, and personality typologies (Rude-Parkins, Baugh, & Petrosko, 1993) also may contribute to the success of training.…”

Section: Technology Training and Evaluationmentioning

confidence: 99%

Faculty Development in Technology Applications to University Instruction: An Evaluation

Kitano

Dodge

Harrison

et al. 1998

To Improve the Academy

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Progress in integrating new technologies into higher education classrooms has been slow despite emerging evidence on benefits for students when technologies are applied in ways that support teaching and learning. This article describes a program used by a college of education to support faculty applications of technology in instruction and reports results of a formal evaluation following the first year of implementation. The program provided intensive training and followup support to a heterogeneous cohort of 14 faculty members and was designed to enhance their ability to integrate technology into their teaching, use a new "smart" classroom facility, and/or develop products for instruction. Evaluation data were collected from program

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Section: Technology Training and Evaluationmentioning

confidence: 99%

Faculty Development in Technology Applications to University Instruction: An Evaluation

Kitano

Dodge

Harrison

et al. 1998

To Improve the Academy

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“…Los estudios han concluido que se pueden establecer dos diferentes grupos en función de las actitudes y predisposiciones que tienen hacia los medios e instrumentos tecnológicos. Ruder-Parkins (1993), indican tres tipos de actitudes docentes que implican un mayor o menor grado de utilización de las innovaciones tecnológicas y que permite hablar de los docentes como: a) Innovadores b) Resistentes y c) Líderes.…”

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Actitudes de los docentes: Incorporación de las tecnologías en la práctica docente

Mendoza Castillo,

Arámbula,

Fonseca Avalos

et al. 2020

EDU

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El objetivo general de la presente investigación, fue analizar las actitudes que tienenlos docentes de la Unidad Académica de Derecho de la Universidad Autónoma de Nayarit,en cuanto al uso de las TIC en el ámbito educativo. El estudio se realizó con enfoquecuantitativo descriptivo del tipo no experimental y transversal, por tratarse de 51 docentesadscritos, en la búsqueda de una mayor confiabilidad se contempló en la muestra el 100 porciento. El instrumento utilizado maneja la medición a través de las escalas tipo Likert, yestá dividido en dos partes: a) Caracterización de los docentes y b) Actitudes hacia las TIC.

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