Bernal, E. V., & Farmer, L. S. J. (2018). Evaluating a professional development program for course redesign with technology: The faculty end-user experience. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 476-497). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch021

Abstract:

“This study evaluated a California State University Course Redesign Professional Development program, focusing on the user experience of STEM faculty as they learned about technology and applied their learning to develop technology-enriched instructional strategies that enhanced students’ own educational experiences. Data were collected from the first two academic years of the professional development program. A conceptual framework that melded andragogy, Technological, Pedagogical, and Content Knowledge (TPACK), Diffusion of Innovation, and Communities of Practice theories were used to analyze archived professional development training content and faculty-produced electronic portfolios. The findings demonstrate that faculty collaborative processes in the online training and in site-based collaborative efforts were the main aspect of the course redesign program that facilitated technology integration, instructional development, and positive student learning outcomes.”