Aligning Instructional Policy With Current Practice: Exploring Faculty Use of Instructional Technology in the Classroom

• In Event: Science, Technology, and Professional Development in Higher Education

Abstract

Instructional technology (IT) is increasingly featured in the university classroom and is a key element in many pedagogical reform initiatives. This study uses mixed methods to describe the IT that comprise local systems-of-practice, how individual faculty perceive IT in relation to instructional tasks, and how IT is used in university classrooms. Empirical analyses of interview and classroom observation data from 40 math, physics, and biology faculty reveals core IT that were considered the most useful to meet instructional needs. Findings are significant for those invested in reform efforts of math and science education. It is recommended that policymakers first consider how innovations are aligned with local practices and contexts before allocating resources or mandating campus-wide reform.

Authors

• Jeremiah Isaac Holden, University of Wisconsin - Madison

• Matthew Tadashi Hora, University of Wisconsin - Madison