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Andragogy Content Knowledge Technology View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ASU Digital Repository Andragogy Content Knowledge Technology: A Training Model for Teaching Adults by Roberta Santos A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education Approved April 2012 by the Graduate Supervisory Committee: Keith Wetzel, Chair Ann Ewbank La Verne Diggs ARIZONA STATE UNIVERSITY May 2012 ABSTRACT Professional Development (PD) is an important tool in the field of education. Successful PD programs are those that include adult learning methods and opportunities for experiential learning and discussion. The university where this action research was conducted does not offer formal training to adjunct instructors. The adjunct instructors are hired based primarily on their content knowledge. This research was conducted to understand, if the application of a blended training model for adjuncts influences the adjunct‟s perception of meeting their student‟s educational needs and the student‟s perception that their personal education needs are met. The blended learning included the delivery of a framework that incorporated Andragogy, Content Knowledge and Technology (ACKT). The purpose of the ACKT framework is to supplement adjunct‟s content knowledge expertise with adult learning methods and technology. The effectiveness of the framework was measured by using a quasi-experimental, pre to post intervention assessment. The treatment group and control group each contained twenty-two adjunct instructors from the university. The treatment group received training on the framework prior to commencing the class and participated in two focus groups during the semester. In addition, the treatment group was observed teaching in their classroom. The control group did not receive training, or participate in focus groups; however they were observed teaching in their classroom. The results of the action research showed significant improvement for the adjunct instructors in the treatment group. Specifically, knowledge of and application of andragogy showed a large improvement. In i addition, the social influence of the adjuncts in the treatment group showed a large improvement. Less significant was the improvement in the efficacy of the students in the treatment group classes compared to those in the control group classes. However, the data suggests that the students in the treatment group better applied the content learned and they were more aware of other‟s educational needs than their peers in the control group. The study supports the need for adjunct instructor PD. Through a PD program adjunct instructors increase their own efficacy and this improvement translates into increased content transfer for the students in the classroom. Based on the strong evidence for adjunct instructor improvement this research will continue by expanding the blended learning model to more of the adjunct instructors at the university, and continuing to evaluate the effectiveness of the model in meeting student‟s educational needs. ii ACKNOWLEDGMENTS I acknowledge and thank my Professors Dr. Keith Wetzel, Dr. Ann Ewbank and Dr. La Verne Diggs for their support, time and dedication in helping me to complete this journey. To my friends in the Leader Scholar Community (LSC), for their support and encouragement. And to Dr. Ray Buss for his help in analyzing the data. I want to acknowledge all the adjunct instructors who participated in this research and made available their time and input. I thank my dear friends Dr. Amy Kahn and Dr. Patricia Frehner who provided me with insights on academic knowledge and Dr. Kim Coffman-Romero and Peggie Lanzone for believing in me. I also would like to acknowledge Dr. Greg Jones and Lisa Jantzen for their editing skills. I want to acknowledge and thank Jennifer Allis. I give you my deepest expression of love and admiration for the support that you gave and the sacrifices you made during the past three years. In addition, I thank my mother Heloisa, who never lost her faith in me, and to the memory of my father Olinto, who instilled in me a love of education. To my sister Fernanda, who invested and believed in my ability to learn, and to my brother Vicente for making me laugh. iii TABLE OF CONTENTS Page LIST OF TABLES ...................................................................................................... ix LIST OF FIGURES .................................................................................................... xi CHAPTER 1 INTRODUCTION ................................................................................. 1 Background of the Study .................................................................... 1 Statement of the Problem ................................................................... 5 Purpose of the Studay ......................................................................... 5 Research Questions ............................................................................. 6 2 REVIEW OF SUPPORTING SCHOLARSHIP ................................... 7 Social Learning Theory ...................................................................... 7 Principles of Adult Learning ............................................................ 12 Technology Pedagogy Content Knowledge Framework ................. 18 Effective Instruction ......................................................................... 21 National Educational Technology Standards ................................... 23 Professional Development for Educators ......................................... 25 Effective Professional Development for Educators ......................... 28 3 METHODOLOGY............................................................................... 32 A Description of the Action Research Innovation ........................... 34 The Training Innovation ................................................................... 43 Innovation Model .............................................................................. 46 iv CHAPTER Page Tools and Instruments ...................................................................... 48 Data Analysis .................................................................................... 57 Trustworthiness of Qualitative Data ................................................ 59 4 DATA FINDINGS AND RESULTS .................................................. 61 Response Rate ................................................................................... 62 Quantitative Data .............................................................................. 63 Qualitative Data ................................................................................ 74 Summary ......................................................................................... 110 5 DATA INTERPRETATION AND DISCUSSION .......................... 112 Study Overview .............................................................................. 112 Summary of the Study .................................................................... 113 Findings ........................................................................................... 114 Discussion of Outcomes for Adjunct Instructors ........................... 114 Assertion 1: Adjunct Instructors Are More Efficacious ................ 115 Assertion 2: Adjunct Instructors Understand the Need to Integrate Content Expertise with Technology and Andragogy .................... 118 Assertion 3: Adjunct Instructors Are More Aware of Students‟ Behavior and Academic Work ....................................................... 124 Discussion of Outcomes for Students ............................................ 126 Assertion 1: Students‟ Application of Knowledge ........................ 127 v CHAPTER Page Assertion 2: Students‟ Awareness of Educational Needs .............. 129 Limitations of the Study ................................................................. 132 6 CONCLUSION .................................................................................. 135 Research Purpose ............................................................................ 135 Lessons Learned from Literature, Data and Community .............. 136 Implications of the Study ................................................................ 140 Opportunity for Development ........................................................ 145 Opportunities for Next Cycle of Action Research ......................... 147 REFERENCE ........................................................................................................ 149 APPENDIX A NATIONAL STAFF DEVELOPMENT COUNCIL STANDARDS ....................................................................................................... 156 B SUPPORT GROUP PROTOCAL 1 ............................................... 158 C OBSERVATION PROTOCAL ...................................................... 163 D OBSERVATION RUBRIC ............................................................ 166 E SUPPORT GROUP PROTOCAL 2 ............................................... 169 F ANDRAGOGY CONTENT KNOWLEDGE TECHNOLOGY SURVEY… ..................................................................... .……… 172 G STUDENT EFFICACY SURVEY................................................. 176 H ADAPTATION OF TPACK SURVEY DEMOGRAPHIC .......... 179 I ADAPTATION OF TPACK CONSTRUCT 1 TO ACKT ............ 181 vi APPENDIX Page J ADAPTATION OF TPACK CONSTRUCT 2 TO ACKT ........... 183 K ADAPTATION OF TPACK
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