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This phenomenological qualitative study examines how faculty perceive and respond to a required technology-driven instructional approach for developmental math in Tennessee. Interviews across four colleges show faculty often see benefits for tracking performance, targeted support, and direct student communication, alongside concerns about gaming the system and inadequate support for students with the greatest needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/faculty-attitudes-toward-technology-driven-instruction-in-developmental-mathematics-issue-45/602051/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/faculty-attitudes-toward-technology-driven-instruction-in-developmental-mathematics-issue-45/602051.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What technology-driven instruction change is studied in developmental mathematics?","Question",{"text":112,"@type":113},"The study focuses on faculty perceptions and responses to a mandated, technology-driven instructional model for developmental math coursework in public colleges in Tennessee.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What benefits do faculty commonly report about the technology model?",{"text":117,"@type":113},"Many faculty agree technology helps track student performance, provide more targeted assistance, and communicate directly with students.",{"name":119,"@type":110,"acceptedAnswer":120},"What concerns do faculty raise regarding technology-driven instruction?",{"text":121,"@type":113},"Faculty express concerns that technology enables opportunities to game the system, can interfere with true learning, and may not adequately serve students with the greatest needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602051,1792161273,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 29 Number 45 April 5 , 2021 ISSN 1068-2341 |  |\n\nFaculty Attitudes toward Technology-Driven Instruction in  \nDevelopmental Mathematics  \nJenna W. Kramer  \nRAND Corporation  \nStephany Cuevas  \nChapman University  \n&  \nAngela Boatman  \nBoston College  \nUnited States  \nCitation: Kramer, J. W., Cuevas, S., & Boatman, A. (2021). Faculty attitudes toward technologydriven instruction in developmental mathematics. Education Policy Analysis Archives, 29(45) .  \n[https://doi.org/10.14507/epaa.29.5843](https://doi.org/10.14507/epaa.29.5843)  \nAbstract: Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al. , 2016) . In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and communicate directly with students. Faculty also expressed concerns that technology provides the opportunity or temptation to game the system, interfering with true learning, and that students with the greatest needs may not be well served by the  \ninstructional model. We draw policy implications related to the role of educators in the development and implementation of curricular policy, provision and requirements for ongoing professional development, and postsecondary learning accountability.  \nKeywords: educational policy; remedial education; remedial mathematics; college faculty; computer assisted instruction; qualitative research  \nActitudes de los profesores hacia la instrucción tecnológica en matemáticas del desarrollo  \nResumen: La innovación en la tecnología de instrucción ha contribuido a la rápida implementación de plataformas de instrucción impulsadas por la tecnología, particularmente en los cursos de matemáticas de desarrollo (Bickerstaff et al., 2016) . En este estudio fenomenológico, investigamos cómo los profesores perciben y responden a un modelo de instrucción obligatorio e impulsado por la tecnología para los cursos de matemáticas del desarrollo en las universidades públicas de Tennessee. A través de entrevistas con miembros de la facultad en cuatro universidades, encontramos que muchos profesores estuvieron de acuerdo en que la tecnología los ayudó a rastrear mejor el desempeño de los estudiantes, brindar asistencia más específica y comunicarse directamente con los estudiantes. Los profesores también expresaron su preocupación de que la tecnología brinde la oportunidad o la tentación de jugar con el sistema, interfiriendocon el verdadero aprendizaje, y que los estudiantes con las mayores necesidades pueden no estar bien atendidos por el modelo de instrucción. Extraemos las implicaciones de las políticas relacionadas con el papel de los educadores en el desarrollo e implementación dela política curricular, la provisión y los requisitos para el desarrollo profesional continuo y la responsabilidad del aprendizaje postsecundario.  \nPalabras-clave: política educativa; educación correctiva; matemáticas correctivas; profesores universitarios; instrucción asistida por computadora; investigación cualitativa  \nAtitudes dos professors em relação ao ensino baseado na tecnologia emmatemática de desenvolvimento  \nResumo: A inovação em tecnologia instrucional tem contribuído para a rápida implementação de plataformas instrucionais voltadas para a tecnologia, particularmente emcursos de matemática de desenvolvimento (Bickerstaff et al. , 2016) . Neste estudofenomenológico, investigamos como os professores percebem e respondem a um mod","cbCaiomf2XHL4Ksu","https://ap.wps.com/l/cbCaiomf2XHL4Ksu","pdf",430503,28,"English","# Abstract\n## Key findings\n## Policy implications","[{\"question\":\"What technology-driven instruction change is studied in developmental mathematics?\",\"answer\":\"The study focuses on faculty perceptions and responses to a mandated, technology-driven instructional model for developmental math coursework in public colleges in Tennessee.\"},{\"question\":\"What benefits do faculty commonly report about the technology model?\",\"answer\":\"Many faculty agree technology helps track student performance, provide more targeted assistance, and communicate directly with students.\"},{\"question\":\"What concerns do faculty raise regarding technology-driven instruction?\",\"answer\":\"Faculty express concerns that technology enables opportunities to game the system, can interfere with true learning, and may not adequately serve students with the greatest needs.\"}]","Faculty Attitudes toward Technology-Driven Instruction in Developmental Mathematics - Issue 45 | PDF",1792093940,71]