Ongoing Faculty Development: Merging the Instructional Design Process With Faculty Development

• In Event: Emerging Teacher Professional Development Models Using Technology

Abstract

At a time when near technological ubiquity exists, preparing teacher educators to leverage technologies has become a priority. In recent years attention has shifted to developing these skills through traditional approaches to faculty development. Problematic, however, is the focus on discrete technological knowledge rather than on how to integrate technology, content, and pedagogy into instruction. This misguided response has resulted in faculty disenchantment with development offerings due to a lack of applicability within their courses. This qualitative study explored a different approach to faculty development grounded in adult learning theory, and systems thinking. Analysis through Grounded Theory and Constant Comparison resulted in the merging of the instructional design process with faculty development, which has implications for practice and scholarship.

Author

• Daniel Mourlam, University of South Dakota