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Technology, Knowledge and Learning

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06-03-2019 | Original research

Technology Enhanced Teaching and Learning: Exploration of Faculty Adaptation to iPad Delivered Curriculum

Authors: Melissa Stec, Carolyn Smith, Emily Jacox

Published in: Technology, Knowledge and Learning | Issue 3/2020

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Abstract

Technology integration into post-secondary education may enhance curriculum delivery and student learning experiences. However technology integration also requires faculty to adapt current teaching practices. Many factors contribute to faculty members’ successful integration of technology into curriculum. In fall 2013, the Bachelor of Science in Nursing and Doctor of Nursing Practice programs at one Midwestern university adopted the use of iPads by students and faculty. Four years after implementation, college leadership wanted to understand faculty members’ perception of the change. Therefore the purpose of this study was to explore faculty perceptions of what factors influenced iPads integration into curriculum. Investigators collected data from fourteen faculty members during two targeted focus groups. Two investigators analyzed transcripts of the focus group recordings using content analysis. Results yielded three major domains of factors: student attributes, faculty attributes, and device capabilities. Each domain provided unique factors viewed by faculty as influencing the success of technology integration. In addition, some factors were shared between domains - demonstrating interconnectedness. While faculty members identified key factors influencing successful technology implementation, results also uncovered challenges. Lessons learned, suggestions to address modifiable factors in the future, and recommendations for programs considering technology implementation are presented.

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Title: Technology Enhanced Teaching and Learning: Exploration of Faculty Adaptation to iPad Delivered Curriculum
Authors: Melissa Stec
Carolyn Smith
Emily Jacox
Publication date: 06-03-2019
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 3/2020
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-019-09401-0

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