the lived experiences of faculty who use instructional technology

117 Pages·2013·1.27 MB·English

by  Heath V. Tuttle

University of Nebraska - Lincoln
THE LIVED EXPERIENCES OF FACULTY WHO USE INSTRUCTIONAL

TECHNOLOGY: A PHENOMENOLOGICAL STUDY

By

Heath V. Tuttle, Ph.D.

A DISSERTATION

Presented to the Faculty of

The Graduate College at the University of Nebraska

In Partial Fulfillment of Requirements

For the Degree of Doctor of Philosophy

Major: Educational Studies

Under the Supervision of Professor Marilyn L. Grady

Lincoln, Nebraska

June 2012
THE LIVED EXPERIENCES OF FACULTY WHO USE INSTRUCTIONAL
TECHNOLOGY: A PHENOMENOLOGICAL STUDY
Heath V. Tuttle
University of Nebraska, 2012
Advisor: Marilyn L. Grady
This qualitative phenomenological study was designed to gain an in-depth understanding
of the lived experiences of university faculty who adopt technology for teaching and learning
purposes and to determine if adoption affected the way a person taught, worked, and lived. A
review of the literature found a gap in the understanding of the lived experiences of faculty who
teach with technology, and this study was designed to help fill that gap.
Using a purposeful sampling method with a reputational technique, I targeted 20 faculty
members who used technology to teach. The phenomenological method provided an
understanding of their experiences as they used technology.
The central research question was: What was the experience of faculty who adopt
technology in their teaching?
Participant interviews showed that most faculty started using technology because of one
of two reasons: they were encouraged by their department or administration, or they thought
technology use would improve the student learning experience. These faculty continue to use
technology because they believe it does improve the educational experience, and it brings them
efficiencies. All the participants indicated that they use more technology in their personal life
because of their technology use in their teaching life. The study revealed a broad variety of
technologies being used by faculty. While all used university-supported technologies, many also
researched and found free technologies that they used to teach. Faculty looked to university
support systems, and their own personal and professional networks for support and guidance in
the use of technology.
These finding have broad implications for faculty, administrators, students, and
development and support staff. Implications include paradigm shifts required of all parties in
higher education. As faculty become more tech savvy and incorporate technology into their
teaching, the way they work and live will change—technology will blur the line between work
and home. Administrators should find fiscal and procedural processes that will accommodate and
support this way of working. Students will become more engaged in their learning. Development
and support staff should develop trusting relationships with faculty members, and not just be a
“help desk.”
Dedication
This endeavor is dedicated to my wife, Beckie. Thank you for putting up with me and
supporting me during all of this.
Acknowledgements
I can’t begin explain how grateful I am to my advisor, Dr. Marilyn Grady. She took me in
and helped me succeed when I had lost faith in “the system.” Her sense of humor, persistence,
and faith in me made this possible. She is the kind of advisor that every graduate student should
have… I know I was one of the lucky ones.
Thank you Dr. LaCost, Dr. Sanger, and Dr. Steckelberg. Your thoughtful feedback made
this study so much better, and allowed me to find so much good stuff! You are all a wealth of
knowledge and experience, thank you for sharing both.
Thank you to my family, my friends, and especially my wife. You all watched me go
through this process for too many years. You were patient and supportive, and knew when to
NOT ask how things were going. You are all the best.
Thank you to my group… we never came up with a name, but we all got through it.
Thanks Kathy, Terry, and Dave.
Finally, thank you to the faculty who participated in this study. I appreciate your
willingness to give back, and help me finish this journey.
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Table of Contents
Abstract……………………………………………………………………………………………ii
Dedication………………………………………………………………………………...………iv
Acknowledgements……………………………………………………………………………......v
Table of Contents…………………………………………………………………………………vi
Figures and Tables……………...……….……………………………………………………….xii
Chapter 1 – Introduction………………..………………………………………………………1
Context of the Problem…………....………………………………………………………1
Statement of the Problem…………....………………………………………….…………2
Purpose of the Study…………....…………………………………………………………2
Definition of Terms…………....…………………………………………………………..4
Research Questions…………....…………………………………………………………..4
Limitations…………....…………………………………………………………………...4
Delimitations…………....…………………………………………………………………5
Significance of the Study…………....……………………………………………….……5
Professional and Social Implications…………....……………………………...…5
Contributions to the Literature…………....…………………………………….…5
Personal Knowledge…………....…………………………………………………5
Researcher Bias…………....………………………………………………………………6
Conclusion and Summary…………....……………………………………………………7
Chapter 2 – Literature Review…………....…………………………………………………….8
Pedagogical Benefits of Instructional Technology…………....…………………………..8
Improved Learning Processes…………....……………………………………..…8
Improved Efficiency…………....…………………………………………………9
vii
Instructional Technology Adoption Factors…………....……………………………..…11
Faculty Technology Literacy and Experience…………....………….………..…11
Faculty Perception of Technology Skills…………....………………………...…12
Faculty Support and Training…………....………………………………………13
Faculty Motivation…………....……………………………………………….…14
Faculty Experiences with Instructional Technology………………………….……….…15
Literature Map……………………………………………………………………..….…16
Conclusion and Summary……………………………………………………….…….…16
Chapter 3 – Methodology………………………………………………………………………17
Phenomenology…………………………………………………………………….….…17
Research Design……………………………………………………………………….…23
Sampling Method…………………………………………………………..….…23
Data Collection Procedures…………………………………………………....…24
Data Analysis………………………………………………………………….…25
Participants…………………………………………………………………………….…26
Validity and Reliability…………………………………………………………….….…29
Internal Validity………………………………...………………………….….…29
External Validity…………………………………..……………………….….…29
Reliability………………………………………….……………………….….…29
Ethical Considerations………………………………….………………………….….…29
Role of the Researcher……………………………………….…………………….….…30
Conclusion and Summary…………………………………………………………….….31
Chapter 4 – Themes………………………………………………………………………….…32
viii
I Have A Better Awareness Of And Engagement With Students…………………..……33
Efficient Technology Led To Improvement………………………………..……34
Student-focused and Applicable To Students’ Lives……………...………..……35
Performance Based………………………………………………………....……37
Student Response……………………………………………….…………..……39
I Like Free Stuff…………………………..………………..……………...………..……43
Blackboard…………………………..………………..…………...………..……43
Free on the Web……………………………..……………………….……..……44
Presentation Software…………………………..…………………………..……45
Specialty Hardware and Software…………………………………………..……46
Lecture Capture and Collaboration Technologies…………...……………..……47
Mobile Technology…………………..………………..…………………………48
I Guess I’m Kind Of Slow To Be Dragged Into It…………………..………...............…50
Departmental Influence…………………..………………………………………50
Improve Teaching and Learning..………………………………..………………51
Interest in Technology..………………………………………………….………52
Efficiency..……………………………………………………………….………53
It’s Green..…………………………………………………….…………………53
Used It As A Student..………………………………….………………………53
There Is This Guy On Campus Named Heath Tuttle..………………..…….……………56
Campus Technical Staff..……………………………..……….…………………56
Colleagues..………………………………….……………………...……………56
Google..………………………………….…………………………….…………57
ix
That Whole Distinction Is Idiotic..………………………………….………………...…59
No More Two Worlds..………………………………….…………………….…59
Technology At Home..………………………………….……………………..…61
Technology To Entertain..………………………………….……………………62
They Think I Know More Than I Do..………………………………….…………..……65
It Was A Real Nightmare..………………………………….……………………………68
I Don’t Even Use A Pen Anymore..…………………………………..…………………71
Conclusion and Summary..…………………………………..………………………..…71
Chapter 5 – Implications..…………………………………..…………………………….……72
I Have A Better Awareness Of And Engagement With Students..………………………74
Implications for Faculty..………………………………….…..…………………75
Implications for Students..………………………………...…..…………………75
Implications for Administrators..………………………….………..……………75
Implications for Development and Support Staff..………………………………76
I Like Free Stuff..…………………………………..……………………….……………76
Implications for Faculty..……………………………………...…………………77
Implications for Students..…………………………………..…...………………77
Implications for Administrators..…………………………………...……………77
Implications for Development and Support Staff..…… ……………...…………77
I Guess I’m Kind Of Slow To Be Dragged Into It..………………………………...……78
Implications for Faculty..…………………………………..………………….…79
Implications for Students..…………………………………..……………...……79
Implications for Administrators..…………………………………….…………..79