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This case study illuminates the vocational faculty experience with emerging technologies. Interviews were conducted with vocational faculty who incorporated emerging technology into their practice within three years of the study. The researcher sought to (1) discover experiences and perceptions regarding role, motivation, and self-efficacy related to technology integration, (2) gain an understanding of how emerging technologies are influencing pedagogy, and (3) discover what types of institutional support are valued. Data collected within this study provides evidence that emerging technologies are impacting pedagogy. A distinction between classroom technologies and industry-related technologies was revealed. The centrality of industry-related technology in vocational program pedagogy is a key finding from this study. Study participants exhibited intrinsic motivation demonstrated by a strong sense of self, independence, and self-efficacy. This closely aligns with key social determination theory factors of autonomy, competence, and relatedness. The experience of faculty in this study differs in distinct ways from that of faculty found in existing literature. Further research that increases understanding of the vocational faculty experience, when added to knowledge of other faculty groups, can result in the development of a holistic approach to establishing expectations and support related to the integration of emerging technology across higher education institutions.
Dwyer, A. M. (2021). Vocational Faculty Experience with Emerging Technology [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/714