Pedagogical Technology Experiences of Successful Late-Career Faculty

Blakely, Barbara J.

doi:10.1080/87567555.2015.1049243

Cited by 5 publications

(1 citation statement)

References 16 publications

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“…As instructors and administrators work to enact practices that reflect modern notions of literacy, many have expressed interest in or anxiety about who is qualified to teach such a broad range of technologies and modes (Blakely, 2015;Eldred, 2006;Gerding & Johnson-Sheehan, 2016;Leverenz, 2008). When faced with broad calls to teach digital technologies and genres, many writing instructors are unsure where to start, but there is also broad consensus that this wider perspective of literacy can't be ignored.…”

Section: Chapter 1 Introduction: Are We Teaching Multimodality?mentioning

confidence: 99%

From theorizing to practicing multimodality: The prevalence and function of multimodal terminology in writing textbooks

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Section: Chapter 1 Introduction: Are We Teaching Multimodality?mentioning

confidence: 99%

From theorizing to practicing multimodality: The prevalence and function of multimodal terminology in writing textbooks

Vance¹

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Use of the Online Discussion Board in Health Professions Education: Contributions, Challenges, and Considerations

Donlan

2019

J Contin Educ Health Prof

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Online discussion boards offer opportunities for individualized and interactive learning in higher education and are frequently used in health professions education. This article investigates the ways in which discussion board activities foster cognitive and affective domain learning among health professions students and contribute to the professional competencies that are required of emerging clinicians. In addition, pedagogical challenges, including the need to develop sophisticated interpersonal affective domain skills, promote problem-based learning, and prepare students for standardized examinations, are addressed. Considerations for practice, which include the importance of specific teaching strategies such as the shaping of student and instructor roles, scaffolding, and online debates and role-playing, are discussed.

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Faculty-Lived Experiences Integrating Technology-Assisted Educational Practices Into an Entry-Level Physical Therapy Curriculum

Donlan

Alpert

2018

JOPTE

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Introduction. Across the nation, innovative technologies have changed instructional practices throughout higher education. In physical therapist education programs, faculty must work to integrate technology into a complex academic curriculum that prepares students to be hands-on health care practitioners. The purpose of this study was to uncover how physical therapy (PT) faculty make sense of their lived experiences integrating innovative technology-assisted educational practices into their entry-level curriculums. Methods. Ten participants were recruited from the PT department at an urban university in the northeastern United States. An interpretative phenomenological analysis was used to explore participants' experiences and gather data through individualized, semistructured interviews. Results. Data analysis yielded three superordinate themes: awareness of barriers, appreciation for educational contributions, and respect for program integrity. Findings revealed that faculty experienced internal and external barriers that affected technology integration efforts. In addition, they were encouraged by the ability of technology to reach diverse learners and promote metacognition and were enthusiastic about the pedagogical advantages of student input. Furthermore, in-person instruction and intentional, judicious technology integration was perceived as crucial to program integrity. Discussion and Conclusion. Exploration of faculty experiences gave rise to a unique subtheme of sense of dependence as a barrier that has not been directly reported in the literature. Similarly, respect for program integrity formed a unique superordinate theme that is worthy of future research. Findings are relevant to administrators and PT faculty as they work to advance quality pedagogy. They are also of value to technical support specialists because they strive to provide technology-based training and guidance and of value to students because they seek to expand their knowledge.

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Pedagogical Technology Experiences of Successful Late-Career Faculty

Cited by 5 publications

References 16 publications

From theorizing to practicing multimodality: The prevalence and function of multimodal terminology in writing textbooks

From theorizing to practicing multimodality: The prevalence and function of multimodal terminology in writing textbooks

Use of the Online Discussion Board in Health Professions Education: Contributions, Challenges, and Considerations

Faculty-Lived Experiences Integrating Technology-Assisted Educational Practices Into an Entry-Level Physical Therapy Curriculum

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