The overall purpose of this study was to examine college faculty perceptions have about instructional technology and to determine whether or not a relationship exists between these perceptions and an instructor's pedagogical philosophy. While the primary research questions served as a framework, eight subsequent questions were constructed to help inform the perspective used to explore and study instructional technology. The answers to these questions helped form a deeper understanding and context needed to fully address the study's research questions. Full-time faculty members in the district-wide English of a large open-admissions community college in Missouri served as the population. This is especially important given the conflicting results presented in the research literature about the effectiveness of instructional technology. A mixed-methods approach was used for this study, and an online survey consisting of open-ended and close-ended was used to collect the data. A content analysis strategy was used when examining the data so that the researcher could categorize the qualitative data into clusters of similar themes as well as produce frequencies of categories associated with the quantitative data. When analyzing the data, the overall trend that was noticed was that there is not a direct connection between an instructor's pedagogical philosophy and the success with using technology. While a relationship does exist between pedagogical philosophy and the perceptions about instructional technology, it is not as clearly defined as the research literature may indicate.
展开▼
机译:Litchfield心理咨询模型以哲学为基础,将精神健康服务应用程序Lift Up UP,旨在提供简单,实用的建议,以帮助个人和员工应对日常的精神健康挑战,并将用户与现有的精神健康专业人员联系起来。 Lift me UP将使用先进的技术来:•协助患者评估过程•监控和支持日常工作•将用户推荐给可用的心理健康专家•与市场上的任何产品相比,创造独特的定制体验。