Liberal Arts Meets Digital Tools: Faculty Perspectives on Teaching, Learning, and Technology

• In Event: The Impact of Instructional Technology on Faculty, Curriculum, and Teaching

Abstract

Through semi-structured interviews with sixteen faculty members representing a variety of experience levels and departments, this piece illuminates faculty theories and ideas about digital pedagogy through the conceptual lens of TPACK (Mishra & Koehler, 2006), which delineates the overlapping considerations teachers in designing learning through technological knowledge, pedagogical knowledge, content knowledge. Findings reveal widespread similarities in attitudes toward teaching and learning across all different departments and indicate that, while faculty members had a range of content knowledge, pedagogical knowledge, and technological knowledge inferences, many faculty discussed tensions located at the nexus of technological knowledge, content knowledge, and pedagogical knowledge.

Author

• Julie Rust, Millsaps College