Digital Immigrants Teaching Digital Natives : A Phenomenological Study of Higher Education Faculty Perspectives on Technology Integration with English Core Content
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Authors
Corey, Robert C.
Issue Date
2012-04
Type
Thesis
Language
en_US
Keywords
College teachers--Effect of technological innovations on--Study and teaching , Education, Higher--Effect of technological innovations on--Study and teaching , Digital communications--Education (Higher)--Study and teaching
Alternative Title
Abstract
In the last two decades, technology use has escalated and educators grapple with its
advances and integration into the classroom. Issues surrounding what constitutes a literate
society, the clarion calls for educational reform emanating from US presidents to parent
teacher organizations, and educators’ ability to cope with advances in technology in the
classroom demand attention. Therefore, the purpose of this qualitative study was to
explore and understand the professional and educational experiences of six English faculty
members teaching undergraduate courses at Midwest universities. Using the framework of
Technological Pedagogical Content Knowledge – TPACK (Koehler and Mishra 2008), the
major focus of the study was to determine how faculty members understood what
characterized the nature of teaching with technology in undergraduate classrooms.
Results of this study revealed the following five themes showing how the
participants were introduced to technology, how they assimilated it into their pedagogy,
and how they integrated it into teaching practice:
Theme 1: Early pioneers in using technology with English course content;
Theme 2: Constant evolution of technologies proved to be challenging;
Theme 3: The changing nature of student learning prompted investment in teaching
with technology;
Theme 4: Expanded opportunities for depth and breadth of content;
Theme 5: Technology, pedagogy, and content are seamless in learning.
This study has the potential to impact the nature of illustrating the methods and
techniques used by the six participants as they merge technology, pedagogy, and content
knowledge and set in motion classroom practices that assist faculty at all levels to develop
and teach technology skills necessary for the 21st century and to better prepare students
for thinking critically about how to use digital advances.
Description
1 online resource (154 leaves)
Citation
Publisher
Drake University