Graduation Year

2025

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum, Instruction, and Learning

Major Professor

Oscar Aliaga Abanto, Ph.D.

Co-Major Professor

Janet Richards, Ph.D.

Committee Member

Amber Dumford, Ph.D.

Committee Member

Noémi Nagy, Ph.D.

Keywords

Community College, Teaching, Technical Education, TPACK

Abstract

Integrating pedagogical and technological knowledge among faculty is crucial, especially within Florida state colleges’ Nursing (ADN) programs. I explored the impact of three decades of technological advancements on faculty's ability to incorporate technology into their teaching methods using a qualitative, exploratory design; I conducted semi-structured interviews via Microsoft Teams. The analysis of faculty perceptions, experiences, and challenges reveals a significant gap in pedagogical knowledge despite strong subject matter expertise, indicating underdeveloped instructional strategies and learner-centered pedagogies. Additionally, participants exhibited a diverse understanding of the Technological Pedagogical Content Knowledge (TPACK) framework, highlighting difficulties in effectively integrating technology, pedagogy, and content knowledge. Age-related differences in technology acceptance were noted, with younger faculty showing greater confidence and adaptability in technology integration. While offering valuable insights into the experiences of an all-female cohort, I recognize the inherent limitation posed by the lack of a diverse gender perspective, which contrasts with the predominantly male-dominated technology industry, thus potentially skewing the representation of varied viewpoints.

Additionally, the qualitative nature of this inquiry, which is grounded in hermeneutics, raises the possibility of response bias. This investigation aligns with existing scholarly literature highlighting technology integration challenges in higher education (e.g., Mishra & Koehler, 2006; Harris, Mishra, & Koehler, 2009). The discoveries emphasize the necessity for systematic professional development programs to enhance pedagogical knowledge and the integration of TPACK to improve teaching effectiveness and student learning outcomes. Future research endeavors could explore the efficacy of targeted interventions and the influence of institutional factors on technology utilization while also including a diverse participant pool to yield a more comprehensive understanding.

Download

Share

COinS