We thank Megan MacKenzie for her contributions to this study. We also thank the Family Science Association and the National Council on Family Relations for assistance with participant recruitment.
ABSTACT.Technology is impacting the way we teach and the way students learn. The purpose of this study was to gather information on technology choices in Family Science courses and to explore what is driving the way Family Science instructors are choosing to integrate technology in their courses. What sets our study apart is our focus on the use of technology in Family Science classrooms. We are living in the midst of a technological revolution (Bostrom, 2006). This is referred to in different ways, such as "the information age," "the digital age" (Tapscott, 1998) and the "third industrial revolution" (Beinhocker, 2006). These are broad macro-developments that are shifting economic and political systems on a global scale (Clement & Vosko, 2003). Rapidly evolving digital technologies have infiltrated daily life, changing the ways we communicate, access information, create and consume media, and how we teach and learn. Post-secondary institutions are situated within the context of these macro changes and are reflecting on how best to respond (Fisher, Rubenson, Jones & Shanahan, 2009;Kandiko, 2010;Marginson & Considine, 2000).At all levels of education, there is a dominant discourse of 'rapid change', increased globalized competition and the knowledge economy (Stomquist, 2002). This has led to calls for shifts in curriculum development and delivery to meet the needs of 'digital natives' (Tapscott, 1998) and 21 st Century learners (Beetham & Sharpe, 2013). Key 21 st Century skills include creativity, collaboration, and skills in problem solving and critical thinking, all of which are found to improve when instructors incorporate engaged learning pedagogies such as learning communities or community-based learning into their courses (Swaner, 2012). We are in the midst of changing models of structure and delivery at the post-secondary level of education with flipped classroom models, hybrid and online courses, and MOOCs, among other changes (Yuan & Powell, 2013).There is an active field of research examining the relationship between technology and pedagogy at the postsecondary level of education, for example: research examining the role of digital technologies in learning (Gabriel, Campbell, Wiebe, MacDonald & McAuley, 2012); research examining the effects of technology use on student achievement and attitude outcomes (McCabe & Meuter, 2011;Schmid et al., 2014); research on effective online instruction (Crawford-Ferre & West, 2012); research on faculty technology use and attitudes (Straumsheim, Jaschik & Lederman, 2015); research examining faculty adaptations to technology for teaching and learning (Kukulska-Hulme, 2012); and research examining Learning Management Systems (Wood, 2010).Like many other aspects of our lives, technology is impacting the way we teach and the way students learn. Also like many other aspects of our...