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Through semi-structured interviews with sixteen faculty members representing a variety of experience levels and departments, this piece illuminates faculty theories and ideas about digital pedagogy through the conceptual lens of TPACK (Mishra & Koehler, 2006), which delineates the overlapping considerations teachers in designing learning through technological knowledge, pedagogical knowledge, content knowledge. Findings reveal widespread similarities in attitudes toward teaching and learning across all different departments and indicate that, while faculty members had a range of content knowledge, pedagogical knowledge, and technological knowledge inferences, the greatest tensions and successes were articulated when faculty discussed issues located at the nexus of technological knowledge, content knowledge, and pedagogical knowledge. What our college means in today’s world is a very different thing than what it meant in a pre-digital media world ... you went to college thinking about college as the smart phone . . . in [our state] there was one smartphone and if you could get into [our] College you would have access to it . . . and now you can access information everywhere but what you need is the ability to evaluate it . . .[we have] an opportunity to get to what was always the crucial issue . . . . [Faculty member, 2016, *Smith College, personal interview] Upon my on-campus interview at *Smith College, the immense amount of green transported me to an entirely different era. Each classroom I visited featured a tight circle of no more than 10-15 thinkers, analyzing annotation-sprinkled paper texts with great fervor. “We don’t use Powerpoints here,” I was told by a newer faculty member by way of caution. “Our students aren’t used to that kind of approach.” My initiation into the culture of the small liberal arts college mirrors the complicated ethos that has been described on similar types of campuses (Spodark, 2003; Lohnes & Kinzer 2007). Technologies are tolerated with a great deal of skepticism here, and the exploitation that the e-learning industry has wrought, the notion that there is an easier way to outsource teaching and learning is one that breeds much discontent in a space that privileges face-to-face discussion, small teacher to student ratios, and critical discourse. However, now that I’ve spent four years as an assistant professor at *Smith, it has become increasingly apparent that, contrary to the popular monolithic belief described above about faculty on small liberal arts campuses such as mine, there is a wide spectrum of difference in the ways in which faculty utilize and relate with newer tools for teaching and learning. During my appointment as a Faculty Fellow, I sought to make sense of exactly how faculty across disciplines are reckoning with questions that are situated at the intersection of student learning objectives, pedagogy, and technology. Through semi-structured interviews with sixteen faculty members representing a variety of experience levels (from 1 year to 36 years at the institution) and departments (across all three campus

Toward Hybridity: The Interplay of Technology, Pedagogy, and Content across Disciplines at a Small Liberal Arts College