Faculty Attitudes toward Technology-Driven Instruction in Developmental Mathematics

Autor/inn/en	Kramer, Jenna W.; Cuevas, Stephany; Boatman, Angela
Titel	Faculty Attitudes toward Technology-Driven Instruction in Developmental Mathematics
Quelle	In: Education Policy Analysis Archives, 29 (2021) 45, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kramer, Jenna W.) ORCID (Cuevas, Stephany) ORCID (Boatman, Angela) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	State Universities; College Faculty; Teacher Attitudes; Educational Technology; Teaching Methods; Remedial Instruction; Mathematics Instruction; Phenomenology; Mathematics Achievement; Technology Uses in Education; Teacher Student Relationship; Undergraduate Students; Accountability; Learning Processes; Teacher Role; Instructional Effectiveness; Faculty Development; Tennessee + Suchen Sie Ihr Suchwort? Staatliche Universität; Fakultät; Lehrerverhalten; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkurs; Mathematics lessons; Mathematikunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Verantwortung; Learning process; Lernprozess; Lehrerrolle; Unterrichtserfolg
Abstract	Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and communicate directly with students. Faculty also expressed concerns that technology provides the opportunity or temptation to game the system, interfering with true learning, and that students with the greatest needs may not be well served by the instructional model. We draw policy implications related to the role of educators in the development and implementation of curricular policy, provision and requirements for ongoing professional development, and postsecondary learning accountability. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01