Faculty attitudes toward technology-driven instruction in developmental mathematics





educational policy, remedial education, remedial mathematics, college faculty, computer assisted instruction, qualitative research


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


Download data is not yet available.

Author Biographies

Jenna W. Kramer, RAND Corporation

Jenna W. Kramer is an associate policy research at the RAND Corporation. Her research focuses on institutional and governmental interventions that facilitate college transition and success.

Stephany Cuevas, Chapman University

Stephany Cuevas an Assistant Professor of Education at Chapman University. Her research focuses on family engagement in students’ higher education access and success. 

Angela Boatman, Boston College

Angela Boatman is an Associate Professor of Higher Education at Boston College. Her research focuses on the evaluation of college access and completion policies, particularly in the areas of remediation, financial aid, and community college student success.




How to Cite

Kramer, J. W., Cuevas, S., & Boatman, A. (2021). Faculty attitudes toward technology-driven instruction in developmental mathematics. Education Policy Analysis Archives, 29(January - July), 45. https://doi.org/10.14507/epaa.29.5843