“acknowledges the changes manifested in the Net Generation; uses the power of technology to enable deeper learning; demonstrates the interplay of interaction of culture and technology; and changes the nature of interaction among members” (Barone, 2005, p. 14.1).
Published in Chapter:
Barriers to and Strategies for Faculty Integration of IT
Thomas M. Brinthaupt (Middle Tennessee State University, USA), Maria A. Clayton (Middle Tennessee State University, USA), and Barbara J. Draude (Middle Tennessee State University, USA)
Copyright: © 2009
|Pages: 8
DOI: 10.4018/978-1-60566-198-8.ch021
Abstract
At most institutions of higher education, faculty members wear many “hats.” Among other responsibilities, they are expected to teach, conduct research, and participate in institutional and public service. Within the teaching realm, faculty members have always had multiple responsibilities. For example, in addition to being content experts, they may need to become course design, assessment, communication, community or interaction experts. Instructors can be described as architects, consultants, resources, reviewers, and role models (Oblinger & Hawkins, 2006). It is primarily (though not exclusively) in the teaching realm where instructional technology (IT) is relevant. The more that faculty utilize IT, the more the non-content aspects of teaching become salient. Depending on level of faculty expertise, asking them to increase the time and effort they put into their teaching might reduce the time and effort they can devote to research, service, and other institutional requirements and responsibilities. Why should they, especially if there is very little acknowledgment or tenure/promotion credit given for incorporating IT into their teaching? This is, in part, why many faculty members may have to be dragged “kicking and screaming” into using these technologies.