Date of Conferral



Doctor of Education (Ed.D.)




Gladys Arome


Faculty in higher education often see themselves as researchers and identify less as instructors. The problem is that nearly every profession has embraced technology in new ways, except in the world of education and students need 21st-century skills to be competitive in the workforce. The purpose of this qualitative phenomenological study was to explore instructors' lived experiences and beliefs regarding teaching and technology integration before, during, and after completion of a professional development program at a Midwestern Tier 1 research institute. The study was framed by Rogers's diffusion of innovation theory and the sustainability education academic development framework. The research questions investigated how participation in a professional development program changed instructors' beliefs about technology integration to respond to 21st-century learning styles; and the possible change in instructors' lived experiences and beliefs after participation concerning how they taught 21st-century learners. For this study, a series of 3 interviews were conducted with each of 6 university instructors who participated in the professional development program. The data analysis were based on the coding of participant responses and the emerging categories and themes. Key results showed that to promote change in teaching and learning, it is necessary to forge relationships between instructors and with support staff. Recommendations include the development of activities to encourage peer interaction. Implications for positive social change exists in helping designers create trainings that include more interaction between faculty members, promote rich research environments inspiring technology use in teaching and learning, and increasing student success.