Constantly changing technology requires community colleges to upgrade and seek training to ensure that their teaching stays current (Keengwe, Kidd & Kyei-Blankson, 2009). Yet there is little published about proven methods that guide a college to selecting and implementing appropriate technological enhancements. This study uses interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009) to reflect on stories gathered among various levels of community college personnel about their journey to implement technological improvements on their campus. Using the Diffusion of Innovations theoretical framework (Rogers, 2003), these elements are examined to pinpoint how innovations are supported through multiple facets in the community college setting. Through semi-structured interviews, community college administration, faculty and staff were asked to examine and reflect on successful and unsuccessful attempts at implementing technological change on their campus reflecting on the top-down and bottom-up influences (Kezar, 2012). This study seeks to provide approaches and recommendations to all levels of employees at community colleges when considering technological change at their campus.
|Adviser||Carolyn R. Bair|
|Subjects||Educational leadership; Educational technology; Higher education|
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