A Qualitative Single-Case Holistic Case Study of Faculty Integration of Digital Technology into Their Teaching at One University in Trinidad and Tobago

Autor/in	Bascombe-Fletcher, Patricia Ann
Titel	A Qualitative Single-Case Holistic Case Study of Faculty Integration of Digital Technology into Their Teaching at One University in Trinidad and Tobago
Quelle	(2018), (342 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-6251-4
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Technology Integration; Educational Technology; Technology Uses in Education; College Faculty; Teaching Methods; Instructional Design; Beliefs; Educational Environment; Constructivism (Learning); Trinidad and Tobago + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Belief; Glaube; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Trinidad und Tobago
Abstract	Research has shown that the accelerated growth of technology in the global society is not paralleled in teaching and learning. In Trinidad and Tobago, while there is heavy government and university funding to support technology integration into education, it is not clear if and how university faculty is integrating technology in their teaching. This qualitative holistic single-case study explored how a purposively selected sample of 10 lecturers in the Bachelor of Education program in one university in Trinidad and Tobago integrates technology into their teaching. The rationale for this study developed from a personal desire to uncover the teaching strategies and approaches that the faculty use that may impact student teachers' future practice. In-depth semi-structured interviews were the primary data collection method, supported by critical incidents journal entries and focus group interviews with students. The data was coded using N-Vivo 11 software and analyzed around four broad categories based on the study's integrated theoretical framework. The four categories were: (a) instructional design theory, (b) learning theory, (c) media theory, and (d) trends in higher education. From these four categories, six themes were identified: (1) 21st century learning and delivery modes, (2) beliefs about learning, (3) appropriate learning environments, (4) constructivist learning and approaches, (5) adoption and acceptance factors, and (6) application of instructional design theory and media theory principles. The study revealed that all the lecturers integrated 21st-century learning and delivery modes but may need to broaden their understanding and the scope of their practice. Recommendation for professional training was offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01