Faculty attitudes toward technology-driven instruction in developmental mathematics

Innovation in instructional technology has contributed to the rapid implementation of technology-driven platforms, particularly developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond a mandated, model for at public colleges Tennessee. Through interviews with members across four colleges, find that many agreed helped them better track student performance, provide more targeted assistance, communicate directly students. Faculty also expressed concerns provides opportunity or temptation game system, interfering true learning, students greatest needs may not be well served by model. We draw policy implications related role educators development curricular policy, provision requirements ongoing professional development, postsecondary learning accountability.