Education Commons^™

The Fusion Model Of Instructional Design: A Proposed Model For Faculty Development Programs In Technology Integration, Lori C. Soule

LSU Doctoral Dissertations

University faculty are increasingly challenged to integrate technology into their teaching to meet the needs of technology-savvy students today. The purpose of this dissertation is to introduce and examine an instructional design model, the Fusion Model of Instructional Design, for designing and implementing more effective faculty development programs in technology integration. The model builds on positive aspects of participatory design (Vincini, 2001), rapid prototyping (Tripp & Bichelmeyer, 1990), and Keller’s (1983) ARCS model of motivation. Key characteristics of the Fusion Model are participation of early adopters in the design and implementation of training, recursive training of early adopters first and …

Site-Based Technology Facilitators: Catalysts For Achieving Teacher Technology Proficiency In K-12 Classrooms, Janet Giandelone Broussard

LSU Doctoral Dissertations

The primary purpose of this study was to investigate the extent to which professional development implemented by a school-based instructional technology facilitator impacted the technology proficiency of teachers in SCHOOLTech sites. A second purpose was to identify the types and frequencies of professional development implemented by school-based facilitators in SCHOOLTech sites, as well as, in five case study sites that had shown increases in teacher technology proficiency. The final purpose was to determine if there was a significant difference in student achievement levels between SCHOOLTech and non SCHOOLTech schools. Investigation was carried out through a within-stage mixed model design requiring …

Technology Adoption Into Teaching And Learning By Mainstream University Faculty: A Mixed Methodology Study Revealing The 'How, When, Why, And Why Not', Pamela Stone Nicolle

LSU Doctoral Dissertations

The field of educational technology has been and continues to be an influential component within the vast array of educational strategies, pedagogies, plans, and processes designed to enhance student learning. Faculties are realizing the relevance and potential of educational technologies in their teaching and professional and personal growth. However, the distance between envisioning technological use and actual implementation is often a long, winding road for many educators.

University faculty members are in the midst of a strong emphasis by various stakeholders to travel that road and to travel it with speed and accuracy. The mainstream members of tertiary level faculties …