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Joan Freeman 《Roeper Review》2013,35(4):248-249
Dissertation titles and abstract information contained herein are published with permission of University Microfilms International, and may not be reproduced without their prior permission. Complete copies of the dissertations may be obtained by addressing requests specifying Order Number to University Microfilms International, 300 North Zeeb Road, Ann Arbor, Michigan 48106, or by telephoning 800–521–3042. 相似文献
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Community colleges have responded to the increased use of technology for instruction by providing support and professional development opportunities for faculty. However, differences in perceptions, expectations, and opportunities exist between full-time faculty at community colleges and their adjunct colleagues when it comes to adopting technology into instruction. Because adjunct faculty represent 68.5% of faculty teaching at community colleges (U.S. Department of Education, 2007), it is imperative to understand their intentions to integrate technology into instruction. This study adopted the Decomposed Theory of Planned Behavior (DTPB) as a theoretical framework to survey 130 community college adjunct faculty member's intentions to participate in technology integration. Multiple regression analyses were used to analyze the data collected. Results showed that DTPB was useful in explaining much of the variance in the intention to integrate technology into teaching by community college adjunct faculty. Results also suggested that community college administrators can play an important role toward increasing technology integration by adjunct faculty through leveraging types of influence in support of behavioral intention. Research implications for instructional technologists at community colleges indicated that professional development programs should be designed based on the significant predictors in the DTPB. 相似文献