Wanjira Kinuthia

Planning faculty development for successful implementation of web‐based instruction

Purpose – This study was conducted to examine how proficiencies, motivation, and training impact the success of faculty development for web‐based instruction (WBI) at historically Black colleges and universities (HBCUs) in the USA.Design/methodology/approach – Data in this mixed‐design exploratory study came from responses to an online questionnaire and follow‐up interviews. Seven four‐year public HBCUs that offered online curricula and provided faculty development opportunities in various forms such as workshops and seminars were examined.Findings – The results of the study indicated that faculty were proficient in basic technologies, but less proficient in more demanding technologies; provision of incentives such as time off to attend training was motivating for WBI participation; and faculty preferred individualized training and workshops.Research limitations/implications – Successful faculty development is as a complex process that involves several integrated components which should be viewed as an in...

Developing Pedagogical Technology Integration Content Knowledge in Preservice Teachers: A Case Study Approach

Abstract This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow’s Teachers for Using Technology (PT3) grant from the United States Department of Education. Thirty-three students completed a six-week course in technology integration in teaching methods at a large Southeastern university. Content analysis was used to examine student data: case responses, case reflections, and course reflections. Although there were mixed responses to the case analysis process, findings indicated that as the semester progressed the preservice teachers began to display an understanding of integrated concepts of PTICK and valued learning from the group case discussions.

Reflecting on Embedding Socio-Cultural Issues into Instructional Design

Purpose – While there is significant existing literature on learner analysis in instructional design and separately in cultural issues in education, these two areas are rarely examined in tandem. This paper aims to bring these two areas together.Design/methodology/approach – This research uses qualitative methods within the context of a case study. A dual role is played by the author as instructor‐researcher in gathering and analyzing the data.Findings – One area of success in the course is that it served to increase the coverage of the area of instructional design in addition to expanding the literature base in this area of study that has only recently begun to receive attention.Research limitations/implications – One limitation of the course is that while it is designed to provide a blended mix of learning opportunities, the instructional design field is quite large and it is impossible to explore all relevant topics.Practical implications – A challenge of the course is that socio‐cultural concepts are ...

Reported challenges for socio‐cultural curricula in instructional design

Purpose – The purpose of this paper is to examine the perceived challenges of attempting to integrate topics related to social and cultural issues into the coursework in graduate programs in Instructional Design and Technology (IDT).Design/methodology/approach – An open‐ended online survey instrument was developed for this study for three reasons. First, the study aimed at investigating what is actually happening in IDT programs in terms of integration of social and cultural issues into coursework. Using an online questionnaire, data were collected from IDT instructors and instructional designers.Findings – Findings of the study indicated that while there is a general agreement and interest in infusing content that addresses socio‐cultural perspectives challenges into courses, the challenges include the existence of a common framework for defining and prioritizing socio‐cultural issues, and difficulties in identifying the most important issues to address, and appropriate instructional approaches to addres...