ABSTRACT
As university faculty must continually grow in their instructional skills and proficiencies with new tools to remain relevant to the educational needs of their students, effective models of professional learning and development are important areas of need and topics for research. However, many outdated professional development models do not create the desired results of technology integration into university teaching. More responsive and innovative models of faculty learning could be the answer. The purpose of the current research study was to explore the impact individualized professional development had on faculty's understanding, experience, and use of a technological tool. A qualitative research design was implemented to analyze data from interviews and surveys. The participants were a convenience sample of six faculty members across five different programs within one university located in the southeastern United States. Data were analyzed using a hybrid coding method and the results revealed that the procedures facilitated implementation of a technological tool within the specific contexts of their courses. Participating faculty appreciated the utility of the provided training and how closely the designed resources mirrored those they would encounter in their instruction of students. Based on study findings and other relevant research, a new model for individualized professional development using a technological tool is proposed which can help to guide future faculty learning.
