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ERIC Number: ED566189
Record Type: Non-Journal
Publication Date: 2005
Pages: 119
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-2686-6
Concerns of Teacher Education Methods Instructors and Strategies for Integrating Technology into Methods Courses
Kim, Miri
ProQuest LLC, Ph.D. Dissertation, Indiana University
The goal of this dissertation is to clarify the perceptions and concerns that methods faculty at a university located in the Midwest have about integrating instructional technology into their courses along with their current use of technology. Ultimately, this study aims to generate strategies to support methods instructors in their efforts to model technology. There is a lack of technology adoption by higher education faculty at the university level despite the advances in technology during the past few decades. Given this situation, we can not expect future teachers to integrate technology into their classrooms when they become real teachers. Planners of current faculty development programs admit that there are critical problems to run their technology faculty development programs effectively. Most of reasons of the failures is due to lack of a needs analysis to identify the target audience's individual concerns and perceptions as well as their cultural climate. For this study, survey questionnaire and interview protocol were developed based on Concerns Based Adoption Model (CBAM) as a tool to analyze the current use of technology of methods faculty and to identify their personal concerns. From the results of the study, the research suggests several implications for theory and practice. For theory, the researcher found that the concerns that the methods faculty members were interrelated and expressed several different stages of concerns at the same time unlike the CBAM that insisted the concerns showed a linear spectrum. Second, there is a need to create a comprehensive framework to analyze the situation, including stakeholders' micro level of concerns as well as macro level of concerns. As implications for practice, the researcher suggests to release methods faculty's time pressure and to develop a confidence-based training model to address faculty's technical concerns as well as instructional concerns in designing a faculty development support model. The research also insists that professional development program activities should be connected with faculty's teaching areas of expertise. Finally, various types of professional development program need to be used in terms of type of workshops and time allocation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A