Faculty Attitudes toward Technology-Driven Instruction in Developmental Mathematics

Authors

Jenna W. Kramer, RAND Corporation
Stephany Cuevas, Chapman UniversityFollow
Angela Boatman, Boston College

Document Type

Article

Publication Date

4-5-2021

Abstract

Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and communicate directly with students. Faculty also expressed concerns that technology provides the opportunity or temptation to game the system, interfering with true learning, and that students with the greatest needs may not be well served by the instructional model. We draw policy implications related to the role of educators in the development and implementation of curricular policy, provision and requirements for ongoing professional development, and postsecondary learning accountability.

Comments

This article was originally published in Education Policy Analysis Archives, volume 29, issue 45, in 2021. https://doi.org/10.14507/epaa.29.5843

Recommended Citation

Kramer, J. W., Cuevas, S., & Boatman, A. (2021). Faculty attitudes toward technology-driven instruction in developmental mathematics. Education Policy Analysis Archives, 29(45). https://doi.org/10.14507/epaa.29.5843

Peer Reviewed

1

Copyright

The authors and Education Policy Analysis Archives

Creative Commons License

This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License.