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Transitioning into the Role of Technology Leaders: Building Faculty Capacity for Technology-enhanced Teaching
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, , , , , , Brock University, Canada

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reports on an ongoing professional development initiative for developing faculty capacity about technology-enhanced teaching. The purpose of this study was to explore how participation in the Phase 2 prepared faculty to take on the role of technology leaders. Qualitative data from four education faculty members were interviews, videotaped workshop presentations, workshop artifacts, and observations. Findings indicated that: 1) the TPACK-based Professional Learning Design Model supported preparation and implementation of workshops, 2) the opportunity to take on leadership roles as a technology workshop facilitator deepened their understanding of how to use tools more effectively in instruction, 3) the pedagogical dialog of the TPLDM workshop model was critical for effective technology professional development, and 4) taking on technology leadership roles as workshop facilitators was perceived as important for promoting faculty capacity for technology-enhanced instruction.

Citation

Jaipal-Jamani, K., Figg, C., Collier, D., Gallagher, T., Winters, K.L. & Ciampa, K. (2015). Transitioning into the Role of Technology Leaders: Building Faculty Capacity for Technology-enhanced Teaching. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3264-3271). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2019 from .

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