Examining transformative faculty development factors to advance technology adoption and diffusion at a campus-based institution

Stephanie Camille McKissic

doi:10.17918/etd-3804

The purpose of this mixed-method research, in the context of a case study was to examine faculty concerns with integrating technologies and the influences and motivations that lead to technology adoption and diffusion in the classroom. Specifically, the study examined the conceptual frameworks of Rogers' Innovation Diffusion Theory (IDT) and Concerns-based Adoption Model (CBAM) to identify factors that would support the creation of a professional development program. This study examines factors that are significant for motivating and influencing faculty to accept, adopt and diffuse technology into classroom instruction. The population for this study consisted of 1,472 tenured and tenure-track faculty at a Carnegie Research university in the northeastern United States. Four hundred thirty five faculty members responded to the survey. However, the number of responders to each survey question varies as reported. The quantitative data was collected from members of the faculty population using a Likert-style survey on SurveyMonkey.com. Descriptive statistics, including frequencies, means, and standard deviations were computed for all factors using SPSS. Hypothesized relationships were evaluated using Pearson-product moment correlation coefficients, t-tests, analysis of variance procedures, and bivariate linear regression. The qualitative results were compiled from case-study interviews and identified patterns of language and speech regarding technology integration and adoption using NVivo software and hand-coding. The ethnographic explorations of individual and institutional culture and grounded theory exploration of individual experiences were used to identify common themes and codes. The narrative research exploration of individual stories was used to describe the lives of the faculty members who were represented in this study. Non-intervention, quantitative methods were correlational. A Likert-style survey was used to collect data and demographic information for random sampling. The results revealed that the faculty members' integration of technology into the classroom was related to the content taught in the context of this University's culture. Faculty who taught content in the sciences were most likely to integrate technology into classroom instruction. The arts and humanities disciplines reported a lower extent of integrating innovative technology into their teaching strategies. This data indicates a statistically significant relevance to the departmental influence on the faculty member's level of technology usage and a likely conclusion that there is a linkage between the integration of technology into classroom instruction and the content taught. The quantitative data reported that individual motivators for faculty, as a collective community, were related to perceptions within the department. However, case studies of individual faculty members suggests otherwise. The qualitative results conclude that the strongest influence on faculty members' personal beliefs about effective teaching and levels of technology use are the individual's disposition rather than department perceptions and expectations. Faculty's motivation to integrate technology into classroom instruction was influenced by the usefulness of the technology and the obvious benefits to their work habits and activities. The results also revealed that faculty members, as a collective group, were concerned with how integrating technology into the classroom would distract from their principle work responsibilities and add more work to their busy schedule. Faculty were also concerned with how their job responsibilities would change if they integrated technology into classroom instruction. The results of the case study revealed that leadership and organizational support from University administration was not a significant factor for motivating faculty to integrate technology into the classroom. The factors of influence for the case study group included the rate of efficiency and the experience of learning how to use the technology. Faculty from the case study group also communicated overall resistance without explanation. By understanding the fundamental principles that influenced faculty's technology adoption practices and behaviors, education administrators, instructional designers, and technology engineers can develop support initiatives for faculty from holistic and experiential perspectives. With the implementation of the McKissic Transformative Professional Development Model, which is based on the framework of Rogers Innovation Diffusion Theory and the Concerns-based Adoption Model collectively, organizational and individual adoption perspectives of emerging technology will facilitate engaging and stimulating experiences for students and teachers alike.

Examining transformative faculty development factors to advance technology adoption and diffusion at a campus-based institution

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Examining transformative faculty development factors to advance technology adoption and diffusion at a campus-based institution

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