The effects of technological professional development training on faculty’s perceptions and actual use of technology

ABSTRACT

This study reports on the effects of professional development (PD) training programs on faculty’s perceptions and uses of technology for teaching and learning using mixed methods. Collected data include survey questionnaires to faculty at a school of education (N = 47) and focus group interviews on nine participants. The qualitative findings suggest a need for a more theory-based PD format. The quantitative findings highlight the benefits of cohort training models where faculty learn from one another. By offering a safe environment to explore and experiment with innovative practices; a network of faculty support for continued innovation is established. Faculty’s perceived value of training programs varies depending on their stand on integrating technology into their pedagogical practices, which in turn, is partially determined by the subject area they teach. The study can be replicated with expansion to faculty participants from different colleges and schools to tell a complete story of their adoption of technology and teaching practices across disciplines.

KEYWORDS:

• Professional development
• technology adoption
• best practices
• proficiency
• perceptions

Disclosure statement

No potential conflict of interest was reported by the author(s).