Ejimole, D. O. (2019). Faculty technological pedagogical content knowledge, and instructional adaptations for diverse learners (Publication No. 27663372) [Doctoral dissertation, California State University]. ProQuest Dissertations & Theses Global. 

Abstract:

“The rising trend in diverse student populations and ubiquitous digital technology are prevalent in contemporary U.S. society and are pervading the country’s universities and colleges. The diverse student population encompasses typical and atypical students with varying cultural and linguistic backgrounds, coupled with different learning styles and abilities, as well as those known today as “nontraditional” students. On the other hand, the advent of digital technology into the education sector is well known, and the tool is believed to be powerful for transforming learning with the potential to provide authentic learning experiences for all learners when fully harnessed and integrated into the educational system (curriculum). Yet, precisely how higher education faculty integrate and use technology in their instruction to position all students on the path to academic success is not clear. This study is focused on the instructional challenges of this increasingly diverse student population on postsecondary education faculty. It specifically explored faculty knowledge and skill base in technology, pedagogy, and content, as well as how it plays into their instructional practices in the specific context of a diverse student learning environment. Findings and implications for future practice were discussed.”