Faculty attitudes toward technology-driven instruction in developmental mathematics
Bibliographic Data
| ID | 21639341 |
|---|---|
| Authors | Jenna W Kramer (0000-0001-7145-9204, RAND Corporation), Stephany Cuevas (0000-0001-6865-9600, Chapman University), Angela Boatman (0000-0003-3890-8164, Boston College) |
| Year | 2021 |
| Volume | 29 |
| Issue | January - July |
| Pages | 45 |
| Publication date | 2021-04-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Policy Analysis Archives (JOURNAL) |
| Journal identifiers | ISSN: 1068-2341 • E-ISSN: 1068-2341 |
| Publisher | Mary Lou Fulton College for Teaching and Learning Innovation (PUBLISHER) |
| DOI | 10.14507/epaa.29.5843 |
| OpenAlex | W3145486797 |
| Language | EN |
| References cited | 4 |
Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and communicate directly with students. Faculty also expressed concerns that technology provides the opportunity or temptation to game the system, interfering with true learning, and that students with the greatest needs may not be well served by the instructional model. We draw policy implications related to the role of educators in the development and implementation of curricular policy, provision and requirements for ongoing professional development, and postsecondary learning accountability
Accountability · Coursework · Educational technology · Faculty Development · Instructional design · Mathematics education · Medical education · Pedagogy · Political science · Professional development · Technology integration · Temptation · Medicine · Online and Blended Learning · Psychology · Statistics Education and Methodologies
| Citation velocity | historical |
|---|---|
| Highly cited | No |