Factors explaining faculty technology use and productivity

Abstract

This study examines factors related to technology use in teaching by university faculty. An EFA analysis of multiple questions of technology use in the classroom found two factors: one loaded with Web use and the second with email use. Therefore, three research questions were asked: What factors explain faculty use of the Web or email? Are these factors the same for both Web and email use? What is the relationship of technology use to faculty productivity? The sample included full-time faculty at doctoral and research institutions selected from the National Study of Postsecondary Faculty:1999 (NSOPF:99) dataset. Independent variables included measures of teaching, research, and service productivity, along with other contextual, demographic, and professional variables. Hierarchical regression analysis was used to prepare eight models (email and Web use for Doctoral I, Doctoral II, Research I, and Research II institutions). Results confirmed that age and Internet access were important factors related to faculty technology use. The relationship between email and Web use to teaching productivity in particular is intriguing and may indicate that productive faculty use technology to help them be more productive or that technology use impacts productivity. Research and service productivity also exhibited distinctive patterns with email and Web use.