Name: Melissa M. Groves
Aud_Level: Beginning Length: 60 minutes Description: Much as the overhead projector was once considered a cutting-edge tool in the classroom, the use of new technology delivery systems (e.g., computer-generated multimedia instruction) for teaching is now viewed similarly. The extent and rate of technology adoption is related to availability of resources and acceptance of innovations by faculty and teaching assistants. Rogers (1983) diffusion of innovation model provides a context for understanding technological change. What is the picture that can be painted of the adoption and use instructional technology within a College at a major land grant university? The population for the study was all full time faculty and graduate teaching assistants/associates (GTAs) in the College of Human Ecology at the University of Tennessee. A survey consisting of 65 questions on technology use was adapted from an instrument previously developed by Spotts and Bowman (1995). A total of 135 surveys were sent (67 faculty members and 68 GTAs within the college). A total of 61% of faculty (n=41) and 34% of GTAs (n=23) returned useable surveys for an overall response rate of 49%. Respondents indicated several factors influenced their use of instructional technology. These factors can be summarized into categories related to equipment access and training, learning and instructional issues, availability of discipline-relevant materials, and ease of integration in classes. Frequency of use by departmental colleagues was not considered an important factor in influencing use of technology over more traditional means of instruction. Based on the respondents' needs, it was decided that the most effective and broad-based means of distributing information and promoting adoption of new technology was to provide computer accessible information and materials. The CHEERS Web Site, a web-based resource on technology use in teaching was created by the authors in response to findings of this survey. CHEERS is an acronym for College of Human Ecology Educational Resources Site. The objective of the CHEERS page was to serve as a starting point for a model to incorporate instructional technologies in teaching. This web site includes frequently asked questions, instructional technology tips and technology references. Additionally, this page includes active links to related discipline-specific web sites and resources within the University. The development of the CHEERS web site was based on several premises. An underlying premise of the CHEERS website was that it would reduce anxiety among faculty and teaching assistants, and others seeking information about instructional technology. An additional guiding principle was that it could best support the learning needs of individuals who vary in their need to seek information. This was in keeping with and applying Rogers (1983) diffusion of innovations model to the practice of technology adoption. A final premise was that the outcome should be one that aimed to "cheer" accomplishments and promote the use of new technologies in ways that did not scare the technophobe yet was not condescending to the more technologically adept. Understanding current instructional technology uses and needs of faculty provides data to plan for diffusions of innovations. Recognition of the concerns of those individuals who teach with technology is imperative for effective teaching and learning that integrates technology. Abstract: Are college faculty, who are responsible for training future professionals, adopting instructional technologies in their teaching? An action research study of faculty and graduate teaching assistants within one College at state, land grant University explored that question. The findings of the study revealed that in order to use technology in teaching, respondents wanted accessible materials that were discipline-specific and easy to use. The development of a web-based resource in response to these needs will be discussed. Preferred Track: Track 3 Session Type: Lecture/Presentation Address: 115 Jessie Harris Building Department of Child & Family Studies University of Tennessee--Knoxville Knoxville, TN 37996-1900 Affiliation: University of Tennessee Equipment: Projection Device that has Internet access and is compatible with a Windows95 based laptop. Email: mgroves1@utk.edu Phone: (423) 974-5316 copresenters: Paula Zemel Departments of Nutrition and Health and Safety Sciences 387 HPER University of Tennessee--Knoxville Knoxville, TN 37996 Phone:(423) 974-9350 Fax: (423) 974-6439 pzemel@utk.edu Audience: General Fax: (423)974-2742
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