Changes in Professional Development Needs of Faculty Members According to Stages of Technology Use and Field Differences

Filiz, Ozan; Yurdakul, Işıl Kabakçı; İzmirli, Özden Şahin

doi:10.1016/j.sbspro.2013.10.019

Cited by 1 publication

(3 citation statements)

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“…An investigation by Lloyd et al ( 2012 ) reported that online instructors cited time demand, high amount of work, low salary, and recurring technology issues as common roadblocks to their technology integration efforts. Likewise, research by Arslantas and Kocaoz ( 2021 ) and Filiz et al ( 2013 ) noted that participants faced scheduling issues. Furthermore, Georgina and Hosford ( 2009 ) argued that inadequate technology literacy skills limit faculty members in their efforts to use technologies.…”

Section: Literature Reviewmentioning

confidence: 95%

“…Despite technology being ubiquitous in higher education, faculty members have faced challenges in learning and teaching with technologies, and past research (Arslantas & Kocaoz, 2021 ; Daher & Lazarevic, 2014 ; Filiz et al, 2013 ; Georgina & Hosford, 2009 ; Haber & Mills, 2008 ; Lloyd et al, 2012 ) has described various roadblocks to technology integration. An investigation by Lloyd et al ( 2012 ) reported that online instructors cited time demand, high amount of work, low salary, and recurring technology issues as common roadblocks to their technology integration efforts.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite TM’s potential benefits for improving faculty technology skills, past research has also reported that TM services encountered multiple obstacles, such as technical issues (Yu & Karakaya, 2018 ), logistics issues (Filiz et al, 2013 ), and limited access to computers and wireless internet (Konca & Tasdemir, 2018 ). Thus, using TM does not automatically eliminate the obstacles to technology integration.…”

Section: Literature Reviewmentioning

confidence: 99%

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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: Literature Reviewmentioning

confidence: 95%