The Trend of Commitment: Pedagogical Quality and Adoption

The Trend of Commitment: Pedagogical Quality and Adoption

Patricia Baia (Albany College of Pharmacy and Health Sciences, USA)
DOI: 10.4018/978-1-61692-854-4.ch017
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Through the lens of Technological Pedagogical Content Knowledge (TPCK), this chapter’s goal is to understand how commitments affect readiness to innovate and how readiness to innovate affects commitments. Even further, it initiates the conversation on what engages faculty to change and improve their own teaching. Can faculty’s commitment to pedagogical quality (CPQ) predict instructional technology adoption? Current Instructional Technology Adoption Models (ITAMs) ignore issues of pedagogy and are mostly developed for an alternative audience and environment, outside the realities and characteristics of higher education. A literature review explores exiting models for factors motivating full-time faculty to incorporate technology. Three audience categories naturally emerge (non-educational, K-12, and higher education), which highlight how each community treats teaching and learning differently. In addition, a study was conducted to analyze relationships between CPQ and adoption. Results indicated CPQ is related to instructional technology adoption through beliefs, academic title, years taught, tenure status, intrinsic and extrinsic motives, and curriculum.
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The education system is being challenged to change as innovative technology changes the ways we think about interactions with information and knowledge, and as new generations of students pass through with new expectations and new needs. As technological innovation continues, levels of readiness and expertise for faculty, schools, students, parents, and educational technologists become increasingly important; it is clear that “different technologies are deployed at different rates in different ways at different settings” (Molenda and Sullivan, 2002 p 3). What elements would constitute effective professional development programs for faculty? Researchers need to investigate effective ways to help each population successfully work with new instructional technologies. Effective professional development may require an understanding of the kinds of motivations and psychological resistances that determine how faculty will decide to use new technologies. To what degree, for example, is the adoption of instructional technology related to a faculty’s disciplinary affiliation or commitment to high quality instruction? As information technologies become increasingly woven into social expectations, the pressure to adopt them in education can only increase. Informing educational leaders and decision makers on the full range of issues concerning development and deployment of technology and innovation is increasingly a critical priority. It is vital to examine the role of faculty’s commitment to pedagogical quality (CPQ) when adopting instructional technology in higher education. CPQ is defined in this work as the faculty’s value of teaching and student learning.

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