{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,10]],"date-time":"2026-06-10T15:55:14Z","timestamp":1781106914454,"version":"3.54.1"},"reference-count":30,"publisher":"IGI Global Scientific Publishing","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2010,7,1]]},"abstract":"<p>One of the unprecedented benefits of campus-wide distance learning strategies has been the incorporation of more technology-based pedagogy into traditional classrooms, thus, increasing faculty and student teaching and learning opportunities. This \u201chybrid\u201d or \u201cblended\u201d teaching has emerged largely due to a desire to widen access to educational opportunities, continuing education, and university resources (Curran, 2004; Garrison &amp; Kanuka, 2004). However, a major challenge to this technologically enhanced pedagogy has been the training of higher education faculty. This article focuses on faculty technology literacy, the implementation of technology into traditional faculty pedagogy, and the need for effective faculty training to enhance appropriate technology integration into classroom instruction (Keengwe, 2007). In this paper, the authors recommend two tier training as a possible strategy to technology integration training challenges that instructors face in their pedagogical practices.<\/p>","DOI":"10.4018\/jicte.2010070101","type":"journal-article","created":{"date-parts":[[2010,9,7]],"date-time":"2010-09-07T18:12:55Z","timestamp":1283883175000},"page":"1-10","source":"Crossref","is-referenced-by-count":10,"title":["Faculty Training Strategies to Enhance Pedagogy-Technology Integration"],"prefix":"10.4018","volume":"6","author":[{"given":"Jared","family":"Keengwe","sequence":"first","affiliation":[{"name":"University of North Dakota, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"David","family":"Georgina","sequence":"additional","affiliation":[{"name":"Minnesota State University, Mankato, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7803-3916","authenticated-orcid":true,"given":"Patrick","family":"Wachira","sequence":"additional","affiliation":[{"name":"Cleveland State University, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2432","reference":[{"key":"jicte.2010070101-0","unstructured":"10-16). 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(2002). Preparing teachers for technology integration: Creating a culture of inquiry in the context of use. Contemporary Issues in Technology and Teacher Education, 2(3). 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(2000). Asynchronous learning tools in the traditional classroom: A preliminary study on their effect (IR No. 058-617). 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