| Educators trained in the 20th century with one set of skills are now trying to meet the needs of learners from the 21st century (Stumpf, McCrimon, & Davis, 2005). The digital divide creates a challenge for post-secondary institutions in how to prepare faculty to meet the needs of the student both now and in the future (Murray, 2002; Sorcinelli, 2007). The purpose of this qualitative phenomenological study was to examine how direct exposure to technology-centered faculty development delivered in a blended learning environment may modify traditional classroom teaching practices. The analysis of the transcribed interviews revealed four themes: (1) teaching practice, (2) technology integration, (3) delivery modes, and (4) technology adoption. Some of the conclusions derived from the study suggest that faculty can make a pedagogical shift by being exposed to new technologies in a blended learning faculty development environment. Faculty are able to gain ideas about their teaching practice through exposure to new technologies in a blended learning faculty development environment. As a student in a blended learning faculty development environment, faculty are able to reflect on their own teaching practice. Finally, through a blended technology-centered faculty development experience, some faculty will be able to commit to and adopt a new technology into their teaching practice. |
