Henton, M. C. (2016). Technology integration practices of faculty in the Louisiana Community and Technical College System (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10307801)

Abstract: 

“Purpose and Method of Study

This study analyzed the technology integration practices of faculty in the Louisiana Community and Technical College System using a conceptual framework that considers expertise in technology, pedagogy, and content knowledge. In this quantitative descriptive study, the TPACK Confidence survey was administered to 225 faculty in 11 community and technical colleges in Louisiana. The instrument included attitudinal questions and two demographic questions.

Findings and Conclusions

Faculty reported that they were very interested in using information and communications technology (ICT) in teaching and learning, but they were not very confident in using ICT to enhance their teaching. It was also indicated that faculty had positive attitudes toward using ICT in teaching and learning, but they were only somewhat confident in using it in instruction to transform their teaching and learning activities. Faculty also reported that they were confident in their digital technology knowledge and the foundational competencies measured by the TPACK Vocational Self-efficacy scale. In addition, they indicated high levels of access to basic forms of ICT, but only limited access to the newer forms of ICT. Faculty expressed competence in using common applications such as word processing, desktop publishing, presentation software, spreadsheets, and email. However, significant differences were found between departments for the use of ICT to enhance teaching and learning, to transform teaching and learning, interests and attitudes toward using ICT, access to different forms of ICT, digital technology knowledge, and competence in using some ICT applications. The study concluded that technology training for faculty should be discipline specific.”