Faculty mentoring program to incorporate new technology into college courses: Statewide findings

This qualitative study explored 78 faculty who participated in a statewide initiative to incorporate technology into college courses. Participants taught at seven different institutions of higher education in the state of Hawaii. Participants were paired with a mentor who worked with them for one or two semesters to learn new technologies and integrate those technologies into their curricula. This study triangulated data from multiple methods and sources: (1) course products and instructional materials, (2) written narratives describing faculty's familiarity and use of technology in courses, and (3) site visits to institutions and discussions with participants. Further, the course products served as a measure of the participants' use of technology and were used to determine their level of technology use, based on the Concerns Based Adoption Model continuum (Hall & Hord, 1987). Findings suggest that a strong technology mentoring program (Chuang, Thompson, & Schmidt, 2003) promoted substantial progress among study participants to model technology for students. Additionally, a strong proportion of faculty quickly incorporated technologies into courses and promoted student use of technology, in a short period of time, with the support of a technology mentor.