CEITR Fellow, Dr. Marianne Justus Published Her Fellowship Article at The Qualitative Report

CEITR Fellow, Dr. Marianne Justus Published Her Fellowship Article at The Qualitative Report

CEITR fellow, Dr. Marianne Justus, published her article based on her CEITR fellowship project at The Qualitative Report on February 2017.  

You may access the article through the link provided in the following citation: 

Justus, M. (2017). The Role of Pedagogical Beliefs in Emerging Technology Integration: An Exploratory Case Study of Faculty Perspectives. The Qualitative Report, 22(2), 499-526. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss2/9

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Abstract

The integration of social media, mobile/wireless and Web 2.0 technologies in higher education supports student engagement locally and globally to create new knowledge using innovative strategies. However, there remains a disconnect between the positive perceptions of faculty regarding the value of integrating technology and its adoption in online contexts. The purpose of this qualitative exploratory case study was to investigate the factors that influence faculty to integrate innovative and emerging technologies, and to consider whether pedagogical beliefs influence choice and adoption of technology. Participants included graduate and undergraduate faculty members who had experience teaching online; were representative of diverse disciplines and courses and were familiar with using technology in the classroom. Using qualitative content analysis, the data from in-depth interviews, questionnaires and researcher reflective journal entries were analyzed. The findings indicate that faculty are convinced of the benefits of technology and its potential impact on student success. However, their choices are influenced by those tools that align with their pedagogical beliefs and have a foundation in learning theory, that are easy to learn, and that demonstrate increased student engagement and motivation. This study contributes to the current gap in research related to low technology adoption rates by faculty, and highlights the complexity of selecting innovative technology for online global environments.