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Engaging Engineering Faculty in Professional Communities Supporting Instructional Technology Initiatives
PROCEEDINGS

, University of Illinois at Urbana-Champaign, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Program evaluations report on the benefits of effective development of professional communities in higher education, yet few studies exist to examine how professional communities provide conceptual resources for faculty interested in instructional technology initiatives. This study reports the findings of the formative evaluation of a higher education program promoting instructional technology initiatives in large undergraduate foundational courses. Faculty members were encouraged to integrate instructional technology practices for a better pedagogy. The preliminary evaluation analysis illustrates how participant faculty mostly focused their initiatives on the procedural features of their instructional technology practices and less on enriching and expanding their instructional methodology. This presentation will describe the instructional initiatives launched by the program in the school years of 2012-2013 and 2013-2014, pinpoint the contextual particularities of each initiative, dis

Citation

Rosu, L.M. (2014). Engaging Engineering Faculty in Professional Communities Supporting Instructional Technology Initiatives. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 154-160). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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