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Faculty Discourse Practices - a Critical Resource in Understanding the Development of Professional Communities Supporting Instructional Technology Initiatives
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, University of Illinois at Urbana-Champaign, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 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 little research examines the analytic dilemmas and opportunities encountered in the understanding of how professional communities provide intellectual and social resources for faculty interested in instructional technology initiatives. This work-in-progress reports on a challenging situation emerging in the development of a professional community and affecting faculty learning, respectively the use of different meanings for the same instructional multimedia learning tool. The preliminary findings illustrate community members’ discursive practices about the new instructional technology initiatives. The results of this analysis support the formulation of a research and evaluation agenda when participating in the development of higher education professional communities promoting instructional contexts characterized by an infusion of technological tools.

Citation

Rosu, L.M. (2013). Faculty Discourse Practices - a Critical Resource in Understanding the Development of Professional Communities Supporting Instructional Technology Initiatives. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2397-2400). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2019 from .

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