ORCID

https://orcid.org/0009000844241478

Date of Award

2014

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Barbara Signer

Second Advisor

Aliya Holmes

Third Advisor

Paul Miller

Abstract

Web 2.0 technology, (blogs, wikis, podcasts), present interactive and social tools through which assorted information can be accessed, shared, and altered digitally. These collaborative tools can also impact instruction. Using Innovation Adoption Theory as a framework, this exploratory study investigated how Web 2.0 technology is used by higher education educators, as well as why these tools were chosen or not chosen to be incorporated in instruction. The sample consisted of faculty who self-identified as either a user or non-user of Web 2.0 technology, and students who were enrolled in courses of faculty who self-identified as a user of Web 2.0 technology. This study’s research questions were designed to identify the factors that supported and inhibited faculty members’ use of Web 2.0 technology in their instruction; relationships between demographics and Web 2.0 technology usage; impact of Web 2.0 technology on teaching practices; and faculty and students’ perceptions of Web 2.0 technology impact on teaching and learning. Data was analyzed both qualitatively and quantitatively. Faculty completed an online open-ended survey, from which a subset of twenty professors were chosen for face to face interviews. Students completed an online open-ended survey. The faculty instruments included items from existing instruments developed by (Aijan and Hartshorne, 2008; Shihab, 2008; and Yidana, 2007), while the student instrument was a modified version of Shihab (2008) and Coutinho and Bottentuit (2007b). This study’s findings suggest that Web 2.0 technology was not consistently used for purposes for which they were intended, such as for collaboration or student-centered instruction, but were rather used to replicate other forms of technology for quick, communicative, information purposes. Additionally, responses contained references to Web 1.0 tools as well as other forms of technology. While this study’s research questions can not be accurately answered, results indicate a consistency in supports and hindrances with that of other technology-based studies. Consequently, this study’s recommendations focus on professional development for faculty, and suggestions to incorporate Web 2.0 technology in instruction.

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