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首页> 外文学位 >A study of the process used by academic affairs administrators at participating institutions of higher education to select instructional technology tools for faculty use in instruction in undergraduate classes.
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A study of the process used by academic affairs administrators at participating institutions of higher education to select instructional technology tools for faculty use in instruction in undergraduate classes.

机译：对参与院校的学术事务管理人员选择教学技术工具以供教师在本科教学中使用的过程的研究。

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摘要

The purpose of this study was to examine the process used by academic affairs administrators at participating institutions of higher education to select instructional technology tools for faculty use in instruction in undergraduate classes. In addition, the researcher was interested how this process was informed by their institutions' commitment to best practices in undergraduate education, as articulated by Chickering and Gamson (1987) in their Seven Principles for Good Practice in Undergraduate Education . This study's focus was provided by its conceptual framework that consisted of four parts: (a) technology capacity, (b) procedures for selecting instructional technology tools, (c) Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education , and (d) institutional supports.; This study is a survey research study with a mixed methods research design. The population consisted of 147 higher education institutions that participate as members of the Teaching, Learning, Technology (TLT) Group. The study's purposeful sample of 68 institutions was drawn from the population based on their Carnegie Classification designations of Master's or Doctorate-Granting Institutions. A researcher developed online survey was completed by 27 respondents. In addition, 10 telephone follow up interviews were conducted to gather descriptive data to answer the research questions. Fifty-three findings, which served as the basis for this study's four conclusions and seven recommendations, were derived from the data collected from the two data sources.; This study concluded that adequate technology capacity is available for faculty use of instructional technology tools in their classes; however, participating institutions should not continue to expand their technology infrastructure without the guidance of a technology strategic plan that includes faculty pedagogical best practices. Also, the study concluded that there was no consistent basis for selecting instructional technology tools and that participating institutions should build a more permanent partnership between their technology experts and pedagogical experts as the key driver of its instructional technology tool selection process. In addition, higher education institutions must improve their faculty reward system, specifically the recognition of pedagogical best practices through faculty use of technology, in the institution's promotion and tenure process.
机译：这项研究的目的是研究高等教育参与机构中的学术事务管理人员使用的过程，以选择教学技术工具，供教师在本科课程中使用。此外，研究人员对如何通过其机构对本科教育最佳实践的承诺来了解这一过程感兴趣，正如Chickering和Gamson（1987）在其《本科教育良好实践的七项原则》中所阐明的那样。这项研究的重点由其概念框架提供，该概念框架包括四个部分：（a）技术能力，（b）选择教学技术工具的程序，（c）Chickering和Gamson（1987）的《本科教育良好实践的七个原则》，以及（d）机构支持。这项研究是一项调查研究，具有混合方法研究设计。人口包括147家作为教学，学习和技术（TLT）组成员的高等教育机构。该研究的目的样本是68家机构，是根据其对卡内基分类的硕士或博士学位授予机构从人口中抽取的。由研究人员开发的在线调查由27位受访者完成。此外，还进行了10次电话跟进访谈，以收集描述性数据以回答研究问题。从这两个数据源收集到的数据中得出了53个发现，它们是本研究的四个结论和七个建议的基础。这项研究得出的结论是，教师在课堂上可以使用足够的技术能力来使用教学技术工具。但是，在没有包含教师教学最佳实践的技术战略计划的指导下，参与机构不应继续扩展其技术基础设施。此外，研究得出的结论是，选择教学技术工具没有一致的依据，参与机构应在其技术专家和教学专家之间建立更持久的伙伴关系，作为其教学技术工具选择过程的主要驱动力。此外，高等教育机构必须在其晋升和任期过程中改进其教职奖励制度，特别是通过教师使用技术来认可教学最佳实践。

著录项

  • 作者

    Brophy, George Michael.;

  • 作者单位

    University of Hartford.;

  • 授予单位 University of Hartford.;
  • 学科 Education Technology.; Education Administration.
  • 学位 Ed.D.
  • 年度 2006
  • 页码 171 p.
  • 总页数 171
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

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