Across the nation, innovative technologies have changed instructional practices throughout higher education. In physical therapist education programs, faculty must work to integrate technology into a complex academic curriculum that prepares students to be hands-on health care practitioners. The purpose of this study was to uncover how physical therapy (PT) faculty make sense of their lived experiences integrating innovative technology-assisted educational practices into their entry-level curriculums.
Ten participants were recruited from the PT department at an urban university in the northeastern United States. An interpretative phenomenological analysis was used to explore participants' experiences and gather data through individualized, semistructured interviews.
Data analysis yielded three superordinate themes: awareness of barriers, appreciation for educational contributions, and respect for program integrity. Findings revealed that faculty experienced internal and external barriers that affected technology integration efforts. In addition, they were encouraged by the ability of technology to reach diverse learners and promote metacognition and were enthusiastic about the pedagogical advantages of student input. Furthermore, in-person instruction and intentional, judicious technology integration was perceived as crucial to program integrity.
Discussion and Conclusion.
Exploration of faculty experiences gave rise to a unique subtheme of sense of dependence as a barrier that has not been directly reported in the literature. Similarly, respect for program integrity formed a unique superordinate theme that is worthy of future research. Findings are relevant to administrators and PT faculty as they work to advance quality pedagogy. They are also of value to technical support specialists because they strive to provide technology-based training and guidance and of value to students because they seek to expand their knowledge.