A Model for Faculty Engagement
Zellweger-Moser's model [1] proposes a model for educational technology adoption by faculty. At the center of his model, a track of faculty behavior is subject to positive or negative influences of certain factors that will predict whether time will be committed in the future for another adoption cycle. The first factor is the amount of time a faculty member will commit and contributes to how well an educational technology course design will be produced. The condition of the course design correlates to the quality of the teaching and learning experience. The experience of teaching and learning has a causal relationship with whether the faculty member will reflect positively or negatively about her use of educational technology. The outcome of that reflection will predict whether or not the faculty member will commit successive time towards the use of technology.
![[1]](http://www.educause.edu/apps/eq/eqm07/eqm071_images/EQM07111_figure1.gif){kind=link}
From her research, Zellweger-Moser recommends the following techniques to educational technology consultants in order to promote positive faculty educational technology adoption cycles:
1. Engage in continual need analysis.
2. Provide a well-rehearsed supply of scaleable services that reflect the priorities and skills of the individual support groups.
3. Implement a solid and efficient process for consulting with individual faculty.
4. Get involved with a number of larger projects that foster overarching collaboration.
5. Conduct multifaceted evaluation activities.
The PITF program could be interpreted to follow a similar model. The PITF and the instructional technologist play a critical role in competence development as a resource and support for faculty.
Zellweger-Moser, F. (2007). Educational technology support plays a critical role in helping faculty add technology to their teaching. Educause Quarterly, 30(1), 66-69.