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Evaluation of a Faculty Development Model for Technology Use in Higher Education for Late Adopters
ARTICLE

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Computers in the Schools Volume 18, Number 4, ISSN 0738-0569

Abstract

The design, implementation, and evaluation of the second phase in a two-year faculty development initiative by the Southeastern Pennsylvania Consortium on Higher Education (SEPCHE) is presented. The initiative addressed instruction of SEPCHE faculty in the use of technology in college teaching. Six workshops were conducted for faculty in specific disciplines to create working relationships among SEPCHE faculty, establish faculty as mutually supportive resources, to decrease attitudinal and behavioral barriers toward adoption of new technology by “late adopters,” and to improve teaching effectiveness through the application of new technology. Faculty from SEPCHE, rather than outside consultants, served as expert presenters. Workshops included mastery of software and adaptation for specific disciplines, Internet search strategies and usable sites, Web site design, and electronically mediated course delivery. Faculty indicated satisfaction with the workshops in exit interviews, and attitudinal and usage changes are documented by evaluation four months later.

Citation

Kahn, J. & Pred, R. (2002). Evaluation of a Faculty Development Model for Technology Use in Higher Education for Late Adopters. Computers in the Schools, 18(4), 127-150. Retrieved April 20, 2019 from .

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Cited By

  1. Modeling Technology Integration for Preservice Teachers: A PT3 Case Study

    Leslie Hall, Washington State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 6, No. 4 (December 2006) pp. 436–455

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