An individualized Professional Development Approach for Training University Faculty in using a Technological Tool.

Area of Science:

• Educational Technology
• Faculty Professional Development
• Higher Education Pedagogy

Background:

• University faculty require ongoing development of instructional skills and technological proficiencies to meet evolving student needs.
• Traditional professional development models often fail to effectively integrate technology into university teaching practices.
• Innovative and responsive faculty learning models are crucial for enhancing educational outcomes.

Purpose of the Study:

• To investigate the impact of individualized professional development on faculty's understanding, experience, and utilization of a specific technological tool.
• To address the need for more effective faculty learning strategies in higher education.

Main Methods:

• A qualitative research design was employed, utilizing interviews and surveys for data collection.
• Participants included a convenience sample of six faculty members from five different programs at a southeastern U.S. university.
• Data analysis involved a hybrid coding method to interpret qualitative findings.

Main Results:

• The implemented professional development procedures successfully facilitated the integration of a technological tool within faculty's course contexts.
• Faculty participants reported high utility of the training and found the designed resources highly relevant to their instructional needs.
• The individualized approach fostered a deeper understanding and practical application of the technology.

Conclusions:

• Individualized professional development is a viable and effective model for enhancing faculty's adoption of educational technology.
• The study proposes a new model for individualized professional development to guide future faculty learning initiatives.
• This approach can improve technology integration and support faculty in remaining relevant to student educational needs.