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Using a Framework to Engage Faculty in Instructional Technologies
ARTICLE

Educause Quarterly Volume 27, Number 2, ISSN 1528-5324

Abstract

Year after year and on survey after survey, the need for faculty development is consistently identified as a primary factor influencing the adoption of new instructional technologies in higher education. Calls for faculty development have rarely been matched with extended discussion of how faculty grow and learn, however. Existing activities to help faculty embrace instructional technology and use it well have been based on surveys of what faculty think about the value of instructional technology or what they feel they need to learn about it; literature on innovations and organizational change; or perceptions of faculty culture in higher education generally. This article builds on the premise that an understanding of how faculty grow in teaching is foundational to the intelligent use of any approach. It articulates a conceptual framework that will enable those who are planning faculty development efforts to be strategic about their work and to better estimate the potential effectiveness of various approaches for the context in which they are working. (Contains 2 figures and 10 endnotes.)

Citation

Chism, N. (2004). Using a Framework to Engage Faculty in Instructional Technologies. Educause Quarterly, 27(2), 39-45. Retrieved April 6, 2020 from .

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