Perceptions of effectiveness and the actual use of technology-based methods of instruction: A study of California criminal justice and crime-related faculty*

Abstract

The field of criminal justice/criminology has few studies that examine faculty opinions regarding the use of technology as a replacement and supplement to traditional classroom instruction. Using a sample of criminal justice and crime-related higher education faculty members in the state of California, this study examines perceptions of effectiveness and the actual use of various classroom-based technologies. The results reveal that while most faculty members hold positive views toward the use of technology, far fewer are actually integrating technology-based methods of instruction into their courses. Meanwhile, most faculty members do not perceive the presence of adequate administrative supports or incentives at their institutions for the development of distance learning courses. Overall, support for the integration of technology into criminal justice education appears to be greatest when it is used as a supplement rather than a replacement for face-to-face classroom instruction.