This paper introduces an enriched picture of 11 women faculty members’ use of technology to promote the teacher-student, student-student, and student life-learning connections. As a portion of an entire case study research conducted by the author in an American higher institution setting, this study suggests that technology can both promote and interfere with the creation and maintenance of these connections. It describes that connections are more influenced by the instructional strategies and methods designed by women faculty rather than the technologies applied to. To closely explore the context and process in explaining the phenomenon in real life situations, case study was used, and then conceptual categories were developed to illustrate relationships between varied factors within the context. A framework adopted allowed a more flexible lens to approach women faculty’s ways of using technology as dynamic and situational. The participants targeting eleven women faculty members in a mid-western tertiary institute of USA were collected by instructional designers that assisted these faculty members to teach with technology and were interviewed. Data were collected through semi-structured interviews, class observations, and artifacts such as course syllabi, handouts, PowerPoint slides, student exams and personal reflections. All interviews were recorded, transcribed and sent back to participants for a member check. Findings are that the teacher-student, student-student and student life-learning connections appeared to promoted. It takes careful and innovative thoughts that go beyond technological tools, and consider learners’ characters as well as the learning contexts to effectively promote these connections. An Exploration of Women Faculty’s Use of Technology to Enhance Connections

• Wei Zhai(Utah State University)