Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Save to My Library
Look up keyword or section
Like this
1Activity

Table Of Contents

0 of .
Results for:
No results containing your search query
P. 1
Faculty Perceptions of the Factors Enabling and Facilitating their Integration of Instructional Technology in Teaching

Faculty Perceptions of the Factors Enabling and Facilitating their Integration of Instructional Technology in Teaching

Ratings: (0)|Views: 103 |Likes:
This study employed a survey research design to identify factors that facilitate university faculty to integrate computer-based technologies into their teaching practice. The purpose of the study was to measure the practices and perceptions of higher education faculty toward instructional technology. The designed survey instrument established a series of five personal profile categories. The five categories were used as variables manipulated to enable a series of statistical analyses to examine factors that enable faculty to use technology in their teaching. The survey was electronically administered to faculty in 36 universities in the Appalachian Region; a target population of approximately 4000 potential survey respondents. A total of 427 faculty from 22 of these institutions responded to the survey, which was approximately 10% of the total population.
The findings, showed statistically significant correlations between the teaching with technology subscale and personal technology use subscale. This may suggest that personal use and personal knowledge are indicators of whether or not university faculty will use technology in their teaching. Additionally, a statistically significant difference was found between the extent to which female faculty reported using technology compared to male faculty members. The generational factor (age), was not shown to have any significant relationship with the frequency of faculty members‘ use of technology, but results indicated generational differences on the personal requirements profile. Lastly, one finding related to the personal requirements profile indicated that the most common requirement for using technology reported by the faculty was the knowledge that doing so would enhance students‘ learning.
This study employed a survey research design to identify factors that facilitate university faculty to integrate computer-based technologies into their teaching practice. The purpose of the study was to measure the practices and perceptions of higher education faculty toward instructional technology. The designed survey instrument established a series of five personal profile categories. The five categories were used as variables manipulated to enable a series of statistical analyses to examine factors that enable faculty to use technology in their teaching. The survey was electronically administered to faculty in 36 universities in the Appalachian Region; a target population of approximately 4000 potential survey respondents. A total of 427 faculty from 22 of these institutions responded to the survey, which was approximately 10% of the total population.
The findings, showed statistically significant correlations between the teaching with technology subscale and personal technology use subscale. This may suggest that personal use and personal knowledge are indicators of whether or not university faculty will use technology in their teaching. Additionally, a statistically significant difference was found between the extent to which female faculty reported using technology compared to male faculty members. The generational factor (age), was not shown to have any significant relationship with the frequency of faculty members‘ use of technology, but results indicated generational differences on the personal requirements profile. Lastly, one finding related to the personal requirements profile indicated that the most common requirement for using technology reported by the faculty was the knowledge that doing so would enhance students‘ learning.

More info:

Published by: Michael Sturgeon, Ph.D. on Jan 24, 2011
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

11/13/2011

pdf

text

original

 
To the Graduate Council:I am submitting herewith a dissertation written by Charles Michael Sturgeon entitled
Faculty Perceptions of the Factors Enabling and Facilitating their Integration of Instructional Technology in Teaching
.‖ I have examined the
final electronic copy of thisdissertation for form and content and recommend that it be accepted in partial fulfillmentof the requirements for the degree of Doctor of Philosophy, with a major in Education.Michael Waugh, Major ProfessorWe have read this dissertationand recommend its acceptance:Jay PfaffmanTrena PaulusBarbara Thayer-BaconAccepted for the Council:Carolyn R. HodgesVice Provost and Dean of the Graduate School
Charles M.Sturgeon
Digitally signed by Charles M. SturgeonDN: cn=Charles M. Sturgeon, o, ou,email=msturgeon@leeuniversity.edu,c=USDate: 2011.01.23 19:21:39 -05'00'
 
FACULTY PERCEPTIONS OF THE FACTORS ENABLINGAND FACILITATING THEIR INTEGRATION OFINSTRUCTIONAL TECHNOLOGY IN TEACHINGA Dissertation Presented forthe Doctor of Philosophy DegreeThe University of Tennessee, KnoxvilleCharles Michael SturgeonMay 2011
 
 iiCopyright © 2011 by Charles M. SturgeonAll rights reserved.

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->