Driving Campus Innovation for Sustainability: Harnessing the TPACK Framework for Effective Technology Integration and Support Systems
Abstract
Objective: Chiropractic institutions face the challenging quandary of how to prepare future doctors for entry into a society completely transformed by technology. At an increasing rate, the incoming student profile is representative of a digital generation with a high affinity for technology use. The aim of this study was 2-fold: (1) outline the basic elements of a technology integration program at our institution and (2) determine if a potential relationship exists between ongoing training and acceptance of such a programmatic shift among faculty and students.
Methods: At each phase of technology integration, electronic survey instruments were deployed to participating students and faculty members. Survey instruments included question items assessed through Likert-type scales and open-ended questions to provide students and faculty members with a vehicle for providing specific feedback. To ensure anonymity of student and faculty survey respondents, the response collection source was a different department than the deployment of the survey emails. Participants were encouraged, but not required, to complete the surveys.
Results: Analysis of survey responses generally found increases in overall participant satisfaction and acceptance of the technology integration with the provision of ongoing support systems.
Conclusion: This study aligns with the body of research suggesting the TPACK framework is an effective model to guide campuses through the basic elements of technology integration. The primary component centers on creating a support system to meet the individual skill level of each faculty member. The survey data analysis of this study confirms a potential relationship of ongoing training/support for faculty and their acceptance of a technology integration program. Although the TPACK model focuses on the experiences of faculty in a technology initiative, this research produced similar evidence of student acceptance when programs were provided to foster a culture of ongoing support for meeting their individual skill levels. In addition, the implementation of a structure for gaining participant feedback, whether through surveys or focus groups, was valuable for programmatic evaluation, improvement and sustainability.
Keywords
institutional sustainability, technology integration, tailored support systems, individualized faculty development, TPACK model
Driving Campus Innovation for Sustainability: Harnessing the TPACK Framework for Effective Technology Integration and Support Systems
CASB 117
Objective: Chiropractic institutions face the challenging quandary of how to prepare future doctors for entry into a society completely transformed by technology. At an increasing rate, the incoming student profile is representative of a digital generation with a high affinity for technology use. The aim of this study was 2-fold: (1) outline the basic elements of a technology integration program at our institution and (2) determine if a potential relationship exists between ongoing training and acceptance of such a programmatic shift among faculty and students.
Methods: At each phase of technology integration, electronic survey instruments were deployed to participating students and faculty members. Survey instruments included question items assessed through Likert-type scales and open-ended questions to provide students and faculty members with a vehicle for providing specific feedback. To ensure anonymity of student and faculty survey respondents, the response collection source was a different department than the deployment of the survey emails. Participants were encouraged, but not required, to complete the surveys.
Results: Analysis of survey responses generally found increases in overall participant satisfaction and acceptance of the technology integration with the provision of ongoing support systems.
Conclusion: This study aligns with the body of research suggesting the TPACK framework is an effective model to guide campuses through the basic elements of technology integration. The primary component centers on creating a support system to meet the individual skill level of each faculty member. The survey data analysis of this study confirms a potential relationship of ongoing training/support for faculty and their acceptance of a technology integration program. Although the TPACK model focuses on the experiences of faculty in a technology initiative, this research produced similar evidence of student acceptance when programs were provided to foster a culture of ongoing support for meeting their individual skill levels. In addition, the implementation of a structure for gaining participant feedback, whether through surveys or focus groups, was valuable for programmatic evaluation, improvement and sustainability.