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The Trend of Commitment: Pedagogical Quality and Adoption

The Trend of Commitment: Pedagogical Quality and Adoption

Patricia Baia
Copyright: © 2011 |Pages: 43
ISBN13: 9781616928544|ISBN10: 1616928549|EISBN13: 9781616928568
DOI: 10.4018/978-1-61692-854-4.ch017
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MLA

Baia, Patricia. "The Trend of Commitment: Pedagogical Quality and Adoption." Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends In Education, edited by Steven D'Agustino, IGI Global, 2011, pp. 273-315. https://doi.org/10.4018/978-1-61692-854-4.ch017

APA

Baia, P. (2011). The Trend of Commitment: Pedagogical Quality and Adoption. In S. D'Agustino (Ed.), Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends In Education (pp. 273-315). IGI Global. https://doi.org/10.4018/978-1-61692-854-4.ch017

Chicago

Baia, Patricia. "The Trend of Commitment: Pedagogical Quality and Adoption." In Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends In Education, edited by Steven D'Agustino, 273-315. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-854-4.ch017

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Abstract

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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