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Over the last few decades, faculty utilization of instructional technology has been increasing tremendously. This has had a major impact on teaching and learning in American higher education by supporting the goal of shifting the instructional paradigm to the learner-centered educational model. With the increase has also come a fast rise in the need for department chairs to provide suitable leadership in integrating instructional technology in higher education. This book, therefore, examines the relationship between the leadership style of academic department chairs and faculty utilization of instructional technology in teaching. The analysis shows that chairs' leadership frames are significantly correlated with a variety of technology domains such as technology infrastructure, faculty use of technology, technical support, and administrative support. The findings should help higher education administrators at all levels and faculty better understand the influence of chairs' leadership on faculty adoption of technology in teaching and also contribute to building a more systematic base of information about the chairs' role in higher education.