Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2020

Committee Chair or Co-Chairs

James Lampley

Committee Members

Donald Good, Robbie Melton

Abstract

Over 90% of faculty members in higher education have access to smart mobile devices. However, data are lacking about community college faculty members’ use of smart mobile devices and applications for instruction and content delivery. The purpose of this study was to examine Tennessee community college full-time faculty’s use of smart mobile devices, to determine if there were any significant differences in the mean scores measuring attitudes and use of smart mobile devices by generational age grouping, teaching discipline, rank, years of teaching and to determine if Tennessee community college faculty members who under-utilize mobile technologies for teaching also hold negative opinions about them. This study measured Tennessee Community College faculty use of smart mobile devices and their attitudes and use of smart mobile devices by generational age groups, teaching discipline, rank, and years of teaching.

This study used quantitative, nonexperimental survey design. The survey instrument was an electronic questionnaire, consisting of 15 items that were divided into 7 dimensions. The dimensions were: Learning Preference, Institutional Training, Frequency, Attitude, Willingness to Attend PD Training, Willingness to Use, and Competence. Of the 267 possible participants, 93 (35%) responded to the survey. Data from the survey were used to analyze 5 research questions and 35 null hypotheses. Two research questions were analyzed using independent-samples t test

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and 3 analyzed using one-way analysis of variance. Testing the null hypotheses associated with the 5 research questions resulted in 7 significant findings and 28 findings that were not significant. The findings indicated that there were significant differences in professional development training scores by generational age, and by academic rank. There were significant findings in learning preference by teaching discipline and training by teaching disciplines. Last, there were significant differences in some of the dimensions by years of experience.

The results of this study may benefit administrators and educators in knowing what groups are open to professional development training for using smart mobile devices for instruction and in what areas to provide training.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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