Integrating Technology into an Engineering Faculty Teaching Context: Examining Faculty Experiences and Student Perceptions

Autor/inn/en	Arslan, Okan; Kamali Arslantas, Tugba; Baran, Evrim
Titel	Integrating Technology into an Engineering Faculty Teaching Context: Examining Faculty Experiences and Student Perceptions
Quelle	In: European Journal of Engineering Education, 47 (2022) 3, S.394-412 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan, Okan) ORCID (Kamali Arslantas, Tugba) ORCID (Baran, Evrim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.2011148
Schlagwörter	Engineering Education; Faculty Development; Technology Integration; Mentors; Teacher Attitudes; Pedagogical Content Knowledge; Technological Literacy; Student Attitudes; Teaching Experience; Doctoral Students; Educational Technology; Teaching Methods + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Lehrerverhalten; Pädagogische Kompetenz; Technisches Wissen; Schülerverhalten; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The main purpose of this study was to examine a case in the context of a Faculty Technology Mentoring (FTM) program that provided customised technology integration support to faculty members in different disciplines. The FTM was implemented as a university-wide professional development model to enhance faculty members' adoption of technology into their teaching practices. Following the embedded-case design method, this study investigated a one-to-one mentoring process within the program using TPACK as a framework for the analysis. The analysis of faculty experience revealed that the mentoring project had a positive influence not only on the teaching strategies of the instructor whilst delivering the content, but on the attitudes towards technology utilisation in general within the higher education context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01