The professional development needs for the use of educational technology

Li, Kam Cheong; Wong, Billy

doi:10.1108/itse-10-2018-0089

Cited by 9 publications

(10 citation statements)

References 20 publications

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“…This baseline vocabulary helps faculty to articulate concrete technology-enhanced lesson ideas. It is important to model with lesson exemplars as TPACK Activity Types that can be quickly adapted by faculty (Harris & Hofer, 2011) and the use of practical examples are highly desired by faculty (Li & Wong, 2019).…”

Section: Discussionmentioning

confidence: 99%

Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation

Koh¹

2020

Brit J Educational Tech

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Instructional consultation, or one-to-one faculty support for teaching improvement is a staple component of faculty development in higher education institutions (Brinkley-Etzkorn, Schumann, White, & Smith, 2016). It can help faculty to overcome technology adoption barriers (Baran, 2016) but how instructional consultation processes for technology-enhanced learning support faculty's TPACK creation is not well understood. While TPACK is a foundational theory for teacher technology professional development, it is rarely utilised to understand higher education faculty development (Herring, Meacham, & Mourlam, 2016). This study therefore uses TPACK

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Section: Discussionmentioning

confidence: 99%

Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation

Koh¹

2020

Brit J Educational Tech

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“…The study emphasized on the expectations of the students to use videos in the learning experience that preferred to be developed by course educator and to be published on the university platform, like blackboard or faculty website, that conforms university transformation vision undergoing nowadays. This addresses the responsibility of the educator to develop professional technological skills that can be used in e-learning implementations, where the professional development needs for the use of educational technology (Li and Wong, 2019) as well as that requires the use of creative, media production mobile applications (Burden and Kearney, 2017). Moreover, using videos to in teaching and delivering lectures through various methods of broadcasting is a valuable approach, which would have a significant impact on the student LSEI, as well as future behavioral intentions (Costley and Lange, 2017).…”

Section: Discussionmentioning

confidence: 99%

Blending QR code with video learning in the pedagogical process for the college foundation level

Ahmed¹,

Zaneldin

2019

ITSE

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Purpose This paper aims to use quick response (QR) code along with online videos to teach one of the college foundation courses in an international institution to enhance the grasp of the students and to boost the students’ learning outcomes. Design/methodology/approach The study discussed and elaborated the findings that mainly focused on the usage of the online resources to teach Engineering Economy course. Besides, the authors analyzed how the gender may have different feedback for the student. Findings The study emphasized on the expectations of the students to use videos in the learning experience that preferred to be developed by course educator and to be published on the university platform, like blackboard or faculty website, that conforms university transformation vision undergoing nowadays. It is recommended to have a successful learning experience; it is the educator's responsibility to improve the personal digitization skills that would be used in the e-learning implementations, that will be used for the educational technology, which requires the use of creative media production mobile applications. Practical implications The education field has witnessed significant development over the past years in terms of using digital technologies as pedagogical tools to enhance the students’ learning experience especially the internet, where the traditional trends become outdated to be used in the classrooms. One of the main players in this field is videos that are considered as the main influencer to this educational change, where it has been demonstrated to and boost the quality of the learning experience. Originality/value In this study, students participated to explore the usefulness of using online learning through using videos blended with QR code to enhance the students’ performance in understanding one of the undergraduate foundation courses in the college of engineering, namely, engineering economy. A survey was distributed to students after the core material of the course was covered. The collected responses were then studied and analyzed.

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“…Positive academic optimism drives HEI instructors to re-prioritize their personal development to support students and build on their teaching capacity (P. Liu, 2021). Instructor self-efficacy also has been correlated with positive faculty support and communication (K. C. Li & Wong, 2019). An instructor's self-efficacy is associated with social norms and expectations; instructors that are asked to participate in CPD activities that are uncommon or new may hesitate to engage as they are not familiar with expectations connected to the activity (Tschannen-Moran & Woolfolk Hoy, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Liu, 2021). Instructor self-efficacy also has been correlated with positive faculty support and communication (K. C. Li & Wong, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…An instructor’s self-efficacy is associated with social norms and expectations; instructors that are asked to participate in CPD activities that are uncommon or new may hesitate to engage as they are not familiar with expectations connected to the activity (Tschannen-Moran & Woolfolk Hoy, 2001). Institutions that create positive environments with supportive policies can overcome change anxiety in instructors, leading to substantial instructional quality improvement in the long term (K. C. Li & Wong, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Academic Optimism, Institutional Policy and Support, and Self-Efficacy on University Instructors’ Continuous Professional Development in Mainland China

et al. 2023

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The implementation of China’s Education Modernization Plan 2035 has signified the Chinese government’s commitment to advancing the quality of education. Recent studies have shown that the prioritization of instructor continuous professional development (CPD) through the Ministry of Education mandates has positively affected talent development and student achievement at the K12 level; however, examination of the reform’s impact on Chinese higher education is limited. This paper explored the effect academic optimism, institutional policy and support, and instructor self-efficacy had on instructors’ CPD within Chinese higher education institutions. This study collected data from 456 Chinese higher education instructors, employing a structural equation model to examine the relationship between the independent and dependent variables. Findings indicate academic optimism and institutional policy and support have a significant positive effect on CPD, β = .645 and .2, respectively, while instructor self-efficacy has nearly no effect on CPD, β = −.031. Institutional policy and support have a significant, influential effect on academic optimism, β = .652; however, there is nearly zero impact on instructor self-efficacy, β = .032. The implications of the findings indicate that institutional leadership is crucial in developing an academic culture that promotes and supports continuous professional development; however, individual drive to pursue CPD is limited.

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The professional development needs for the use of educational technology

Cited by 9 publications

References 20 publications

Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation

Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation

Blending QR code with video learning in the pedagogical process for the college foundation level

The Impact of Academic Optimism, Institutional Policy and Support, and Self-Efficacy on University Instructors’ Continuous Professional Development in Mainland China

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