Instructional technology in international teaching assistant (ITA) programs
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2010-01-01
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This study examined the range of instructional technology use in international teaching assistant (ITA) programs in U.S. universities and the perceptions ITA professionals have of this use. It consisted of two phases of data collection: telephone interviews and a web-based survey. The study indentified and rank ordered 15 technology practices; the most common of which appears to be video recording presentations and teaching demonstrations. Findings also included three broad themes in ITA program technology use. First, ITA programs are making increasingly greater use of digital and online resources; second, these resources are used in pedagogically eclectic ways; and third, there were a number of factors that appear to be associated with comfort and perceived effectiveness of technology use. These factors are awareness of resources, administrative advocacy, the presence of technology support personnel, and availability of funding.
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Crumley, H (2010). Instructional technology in international teaching assistant (ITA) programs. CALICO Journal, 27(2). pp. 409–431. 10.11139/cj.27.2.409-431 Retrieved from https://hdl.handle.net/10161/32399.
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Hugh Crumley
Hugh Crumley is Assistant Dean for Academic Affairs in Duke University’s Graduate School, where he teaches and leads academic development programs supporting doctoral students and postdoctoral scholars. He founded and directs the Certificate in College Teaching (~500 participants annually) and the Preparing Future Faculty program. He teaches graduate courses in college teaching and reflective teaching portfolios every semester, mentors graduate instructors, and consults with faculty and departments on pedagogy and curriculum design. He also directs graduate research ethics education and contributes to university-wide planning for teaching assistant development.
His scholarship examines how early career academics develop as teachers and colleagues through mentoring, peer learning, and participation in academic communities, and how institutions design structures to support that development. His research interests include academic identity, institutional literacy, and comparative approaches to academic development, with emerging collaborations in the UK.
He has served as an elected member of the POD Network Core Committee and is a Senior Fellow of Advance HE (SFHEA).
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