A Comprehensive Research-Based Approach to Professional Development
Concurrent Session 6
We propose a model of continuing professional development beyond workshops that provides instructors with the ability to meaningfully integrate technology into their teaching practices.
Assisting faculty with effectively integrating technology into their teaching is a top priority for many institutions in today's digital age. But where do we start when designing professional development opportunities for faculty? Many professional development programs draw on the best practices other higher education institutions have found to be successful, but how do we know these practices or programs are creating the best opportunities for instructors to learn how technology, pedagogy, and the content they are teaching interact with, constrain, and create affordances for one another?
We will discuss research-based theoretical frameworks that are easy to understand and can be applied when designing a professional development program for faculty. Based on these theories, we will propose a model that addresses the phases faculty go through as they are trained to teach with technology in higher education.
Theoretical models we will draw from include Koehler and Mishra's TPACK framework as well as Ball and Cohen's Practice Based Model for professional development. We will also discuss peer-coaching, learning by design, and communities of practice.
This presentation will use interactive questions and answers to gain an understanding of what is happening within attendees' institutions, and we will welcome audience contributions and sharing of practices regarding how institutions are effectively addressing the comprehensive needs of faculty throughout the teaching process.