David A. Georgina, Myrna R. Olson (2008) Integration of technology in higher education: A review of faculty self-perceptions, Internet and Higher Education 11 (2008) 1–8
The rush over the last ten years to democratize technology in higher education by pouring vast sums of money into the systematic development of technological infrastructures seems to have surpassed the ability of educational institutions to affect the successful transfer of skill and technological “know how” into the traditional classroom. The increase in technological infrastructures is a direct result of the movement to increase revenue generated by distance education through online courses (Brown, 2003; Ertmer, 2005; Garrison, & Kanuka, 2004; Katz & Associates, 1999; Schrum, Burbank, Engle, Chambers, & Glasset, 2005). The move from online distance education courses and programs towards technologically enhanced traditional classrooms and pedagogies has been much slower. The result of this slow movement seems to suggest that while low level use of technologically enhanced pedagogy is wide-spread, high-level use is more sporadic (Ertmer, 2005). The results of the study showed significant correlations between technology literacy and pedagogical practice integration. The results also revealed that faculty technology training may be maximized for the integration of pedagogy by using the training strategy of small group faculty forums with a trainer.
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