New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Two Year College Division
Improving professional development and learning opportunities for educators is a significant factor in improving student academic achievement and initiating school change (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009). Taking steps to improve teacher learning is essential and recent studies have identified integration of emerging technologies into teacher professional development as a key component to advancing innovation and achievement in teaching and learning (Little, et al., 2009; Partnership for 21st Century Skills, nd). Research suggests that effective teacher professional development includes connecting professional development to practice while focusing on student learning, building strong relationships and networks with other educators, and utilizing a collaborative and collegial approach (Darling-Hammond, et al., 2009; Servage, 2008). Both teachers and students are increasingly interested in incorporating technologies into the classroom but are sometimes unsure of best practices related to incorporation of these pedagogies. As component of a recent research study conducted by a univeristy workforce development center at a four-year institution (also a regional National Science Foundation Advanced Technological Education Center); approximately 170 two-year college students were given a survey to aid in better understanding student perceptions of learning, satisfaction, engagement, usability opinions, and self-efficacy toward computer use when using online learning modules. The study and proposed outcomes of this project are segmented in three separate steps: (1) conducting the research and gathering information from approximately 170 two-year college students from three different technical colleges, (2) analysis of results specifically focusing on outcomes related to student perceptions and developing those findings into a relevant professional development session and toolkit, and (3) conducting the professional development sessions and evaluations. In development and implementation of the professional development sessions, the university workforce development center is partnering with the state technical college system leveraging and building on the prior successes of the existing state technical college system system-level faculty academy which provides a forum for professional development and networking with faculty across the state. Previous participants of this program have completed a hybrid curriculum and project. The program provides a basis for faculty development initiatives at the system level. In these professional development programs the university workforce development center and the state technical college system will co-develop professional development modules focusing on the findings from the student survey, which will emphasize best practices, related to technology integration in two-year technological education classrooms. All modules will focus on faculty-centered strategies that systematically improve the quality of teaching and instructional experiences emphasizing active learning and differential education strategies including nontraditional lecture strategies that support active learning, engage learners, and customize learning.
Frady, K. K., & Hartley, R. S., & Chalil Madathil, K., & Rivers, H. E., & Craft, E. L., & Frazier, S. D. (2016, June), Connecting 2-Year Faculty Professional Development with Technology and Student Learning Perceptions in Online Environments Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26565
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