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Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Developing faculty EdTech instructional decision-making competence with principles for the integration of EdTech.

Sara Dexter1

  • 1Department of Leadership, Foundations & Policy, University of Virginia, 405 Emmet Street South, PO Box 400265, Charlottesville, VA 22903 USA.

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Summary

This study proposes guiding principles for faculty professional learning in online teaching, focusing on operationalizing competencies into demonstrated competence. These principles aid decision-making when integrating educational technology (EdTech) for improved online instruction.

Keywords:
Decision makingHigher education facultyIT or ICT or EdTechInstructional designIntegrationTPACK

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Area of Science:

  • Educational Technology
  • Higher Education Pedagogy
  • Faculty Professional Development

Background:

  • Defining success in online teaching involves either competencies (knowledge, skills, affect) or competence (demonstrated behaviors).
  • Higher education institutions need frameworks to foster excellence in online teaching.
  • A continuum view, bridging competencies and competence, highlights faculty decision-making processes for EdTech integration.

Purpose of the Study:

  • To present conceptual principles guiding faculty decision-making during EdTech integration in higher education.
  • To illustrate how these principles align with faculty experiences and support needs.
  • To inform university strategies for supporting faculty in online teaching.

Main Methods:

  • Conceptual paper presenting guiding principles for faculty decision-making.
  • Analysis of interview data from two studies on faculty learning to integrate new EdTech.
  • Illustration of faculty experiences with the proposed principles.

Main Results:

  • Faculty decision-making processes can be organized and guided by conceptual principles.
  • Principles effectively described support conditions that met faculty needs.
  • Framing EdTech support around principles can build and guide technical and pedagogical knowledge.

Conclusions:

  • Universities can benefit from framing EdTech support through guiding principles.
  • These principles motivate faculty to develop context-sensitive competencies for online instructional decision-making.
  • A continuum approach to faculty learning supports the operationalization of competencies into demonstrated competence in online settings.