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Conference Proceeding

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The purpose of this study was to document faculty perceptions on the impact of an instructional designer supported, faculty peer instruction model of professional development. The aim of the study was to identify how this faculty development model impacts course design, assessment strategies, and the integration of mobile technology in teaching and learning. Data was collected during a three-day mobile learning, professional development program, via pre and post survey and a focus group meeting. Results indicate that faculty benefited positively from their experience. Faculty reported that they learned methods for integrating mobile learning into their course design and gained knowledge of assessment strategies to measure student learning. Limitations of this study are noted and recommendations have been provided which may be useful to both faculty professional developers as well as instructors seeking to improve their teaching and learning.

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This document was originally published in Proceedings of Society for Information Technology & Teacher Education International Conference by the Association for the Advancement of Computing in Education. Copyright restrictions may apply.