Inspiring Adjunct Faculty to Integrate Technology into Instruction

Merryellen Towey Schulz, PhD.College of Saint Mary Lindsey Schulz, MSE

University of Northern Colorado

The Problem

1

•75% of faculty •New faculty majority

2

•Not engaged in integrating technology into instruction

•Hired shortly before classes begin

3

•Do not have adequate time to prepare for their classes, let alone obtain training for the newest learning technologies

Adjunct Instructors must…

1

•Present theory and pedagogy in ways that are relevant to future teaching practice

2

•Model using technology in their instruction and include it in student assignments

Request 2009 Adjunct student teaching supervisors expressed concern that they did not know the technologies students were supposed to exhibit while student teaching.

• Did not feel capable of assessing these skills

CSM had provided adjunct instructors with online and one-on-one instruction in using ANGEL, the online course platform and Self Service, the campus data portal.

• No training had been provided in the specific teacher education software and web 2.0 applications heavily used in teacher preparation

Response

Conducted a series of workshops

Invited to attend

Lunch provided

IssuesNo Funding

•Instructor time•Materials

Facilities

•Heavy use of computer labs during the week and on Saturdays

Time•Times that would be convenient for about a dozen very busy people with varied schedules

•Sunday afternoon best time to conduct the sessions

Encouraged participants to learn from the students they supervised or taught

Adjunct instructors took advantage of this and expressed appreciation for the students' assistance

This was a big shift away from the traditional

paradigm of the professor knowing more than everyone else in the room

The Workshops

Student Web Sites

Alyx

Alex

Liz

Carmon

Kelsey

Purpose

To understand the constantly changing nature of technology in the classroom.

Kinds of training programs offered in the past not most generative method of reaching

teacher.

The key term is "generative" - meaning that behaviors and daily practice will be changed for the better as a consequence of the professional

development experience. McKenzie

Times Have Changed

“In times of change, the learners will inherit the world, while the knowers remain well–prepared for a world that no longer exists.

– Eric Hoffer

Lots to Learn

Efficacy

Felt anxious and "dumb"

Pace slow enough to allow each participant to

explore and practice

Encouraged collaboration

Worked one-on-one with participants

Participants responded very well to learning in this way without the

fear of judgment

Generative Instruction

Encouraged students to create their projects on topics of

personal and/or professional interests

Travel Nutrition

Family

Lessons

Outcomes

Schedule• Too ambitious• Reduced the number of applications

Projects• Presented to "wow" participants • Caused them to explore more on their own

Pedagogy• Recent session on the flipped classroom was

met with enthusiasm • Increased integration of technology in

classes

Realistic Agenda

Was deemed valuable and worthwhile by participants and facilitators.◦ “I wasn’t very good, but I learned a lot.”◦ “I really appreciate the technology sessions.”◦ “I know what the girls should be able to do.”◦ “I would like to make a web site too.”

Participant Responses