Faculty Use Of Technology Research Articles

Impact of Technology in Modren Classroom

Abstract: In the ever-evolving landscape of education, technology has emerged as a transformative force, reshaping the way we teach and learn.The purpose of this study was to determine the impact that computer technology use in the Modren classroom had on students skill development, new study technology grades, attractive , efficient and improve knowledge with digram. Integrating technological tools in the classroom has not only modernized traditional teaching methods but has also opened up new avenues for interactive and personalized learning experiences.Indeed, technology has become an essential component of sustaining civilization, and its incorporation into education is consequently unavoidable. Technology not only gives students access to a plethora of online materials, but it also helps them study. The majority of colleges and educational institutions have already begun to use technology into their teaching techniques. Education has been transformed by technological advancements. The significance of technology in classrooms cannot be overstated. Indeed, the introduction of computers into education has made it simpler for instructors to transfer information and for pupils to retrieve it. The sample for this study consisted of faculty from the shri Nathmal Todi collegeTh.laxmangarh. Results of the study indicated that faculty technology use, student technology use, and overall technology use depended on how well the faculty used the technology in the Morden classroom.

Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019

Research on faculty use of technology and online education tends to be cross-sectional, focusing on a snapshot in time. Through a secondary analysis of the annual Survey of Faculty Attitudes on Technology conducted by Inside Higher Ed each year from 2013 through 2019, this study investigated changes in faculty attitudes toward technology and online education over time. Specifically, the study examined and synthesized the findings from surveys related to attitudes toward online education, faculty experiences with online learning, institutional support of faculty in online learning, and faculty use of technology. Results showed a low magnitude of change over time in some areas (e.g., proportion of faculty integrating active learning strategies when converting an in-person course to a hybrid/blended course) and a large magnitude of change in other areas (e.g., proportion of faculty who believe that online courses can achieve the same learning outcomes as in-person courses). These results reveal that, prior to the widespread shift to remote and online learning that occurred in 2020 because of the COVID-19 pandemic, faculty perceptions of technology and online learning were static in some areas and dynamic in others. This research contextualizes perceptions towards online learning prior to the pandemic and highlights a need for longitudinal studies on faculty attitudes toward technology use going forward to identify factors influencing change and sources of ongoing tension.

A CAUSAL MODEL OF FACTORS INFLUENCING FACULTY USE OF TECHNOLOGY

Based on earlier studies using the 1999 and 2004 National Study of Postsecondary Faculty (NSOPF) data, a causal model explaining faculty technology use was constructed. Path analysis was used to test the causal effects of age, gender, highest degree, discipline (health science or not), recent research productivity, and teaching load on faculty use of websites in teaching. Two models, one for faculty from Research I institutions and the other for faculty from Community Colleges, were tested and both models fit the data with satisfying indices. Results confirmed that age, highest degree, and teaching loads influenced technology use directly, but indicated the lack of relationship between research productivity and technology use in teaching. An additional connection is suggested from discipline to teaching load. One important difference between the two models is that the impact of gender and teaching load on research productivity is significant for faculty at Research institutions, but not for faculty at community colleges. The models confirm the consistent and relatively strong relationship of teaching load to faculty technology use.

Years of Experience as a Predictor of Nurse Faculty Technology Use

Many nurse educators are reluctant toward technology changes and view it as a burden. An emerging crisis factor among nursing colleges is the average age of faculty members being older than 51 years. The purpose of this study is to describe nurse faculty preferences about the use of technologies and to examine relationships between their preferences and years of experience. One hundred eighteen faculty members from a midwestern U.S. nursing college participated in national studies on faculty technology use across 2 years. The study results indicated negative relationships between years of faculty experience and attitudes toward the value of obtaining increased skills for technology integration within the curriculum. Newer faculty were more likely than experienced faculty to have positive attitudes for increased technology use and adoption. Providing faculty with opportunities to foster innovative integration of technology is encouraged. Future research is needed to explore links between faculty experience, age, and attitudes toward technology adoption. [J Nurs Educ. 2017;56(2):115-119.].

What impact does a changeagent have on faculty use of technology?

This study was undertaken to examine the influence that a set of Professional Development (pd) initiatives had on faculty use of Moodle, a well-known Course Management System. The context of the study was a private university in Japan that specializes in languages. Specifically, it aimed to identify the way in which the pd initiatives adhered to professional development best practice criteria, and what impact the pd initiatives had on faculty use of Moodle. The study utilized a mixed-methods approach. Participants in the study were 42 teachers who worked at the university. The results indicated that the pd initiatives adhered closely to criteria posited in technology-related professional development best practice criteria. Further, results from the online survey and follow up face-to-face interviews indicated that while the pd initiatives that were implemented were positively perceived by faculty, they did not have the anticipated impact on Moodle use.

What impact does a change-agent have on faculty use of technology?

What impact does a change-agent have on faculty use of technology?

The Integration Of Computing Technology Into Undergraduate Mathematics Classes

This study investigated different calculus professors’ conceptions about mathematics and mathematical learning, calculus teaching with or without the use of computing technology, and the experiences in which those conceptions were grounded. Six college professors were purposefully selected and studied. The results showed the professors’ perceptions of the effects of technology use on pedagogy and students’ learning; their perceptions of barriers and challenges to the adoption and use of technology for teaching and learning calculus; and their experience, knowledge, and motivation for adopting instructional technology that made unique and significant contributions to explaining faculty use of technology for teaching and learning calculus. Some professors were categorically opposed to the use of computing technology in calculus, but others envisioned that computing technology could play a multitude of roles in their calculus classrooms. The more that the calculus professors wanted to focus on real-world applications and wanted students to apply calculus concepts in their academic disciplines, the more they were concerned about their own ability to facilitate such learning and the need to integrate computing technology into calculus. The more that the calculus professors focused on procedural understanding in mathematics and on teacher-centered lessons, the more they were concerned about students misusing computing technology and failing to develop a proper understanding of calculus concepts.

Changing faculty use of technology – one cohort at a time

Purpose – The purpose of this paper is to develop and assess a faculty development program targeted at pedagogically sound integration of technology by faculty into their courses. Design/methodology/approach – The paper developed a program that combines a summer training institute and a yearlong faculty learning community. This program is supported by instructional technology and faculty development experts, and rewards the participants both with a stipend and with acknowledgement. To assess the effectiveness of this program, the paper used electronic anonymous surveys during the middle and end of the program. Findings – Self-reported evaluations suggests that the alumni of the 2011-2012 cohort will continue to develop and adapt technologies in their course, and would encourage their colleagues to do the same. In addition, the majority report that the program has changed the way they see and use technology in the classroom. Additional observations about the program alumni's involvement in continuing efforts to improve teaching with technology indicate that this program may be having an effect beyond the individual participants. Research limitations/implications – Assessment of the program was limited to only one year, and needs to continue to evaluate the program and the faculty after they leave the program. Practical implications – This program provides a possible model to implement change at a university, on teaching with technology, or other teaching- and learning-related topics. Originality/value – In a world where there are increasing expectations of technology in teaching, a successful model of faculty development which produces an increase in pedagogically sound faculty adoption of teaching technology is a valuable one to higher education.

Comparison of student and faculty technology use

PurposeThe purpose of this paper is to provide a brief overview of some of the similarities or differences in use of social media and technology between faculty and students on a state university campus.Design/methodology/approachA web‐based quantitative survey format, utilizing multiple choice and matrix type questions, was utilized for this research. It was delivered through the campus e‐mail system.FindingsBoth faculty and students are active users of technology. Analysis indicated there are some distinct demographic differences but they did not always match expectations.Originality/valueLibraries generally serve several differing populations and on an academic campus, the predominant groups are faculty and students. As we continue to develop more technologically‐oriented services, it is beneficial to understand how these groups are using technology.

Technology Usage Among Community College Faculty

Community colleges are increasing their use of part-time faculty who are taking a leading role in utilizing technology for instructional purposes. Part-time faculty are less likely than their full-time counterparts to use technology for instructional purposes and are less likely to teach non-face-to-face classes. For community colleges to be successful in expanding technology-based education, they must promote technology use by all faculty. This quantitative, national study reports factors found to predict faculty use of technology for instructional purposes.

The perspectives of higher education faculty on Wikipedia

PurposeThis purpose of this paper is to investigate whether higher education instructors use information from Wikipedia for teaching and research.Design/methodology/approachThis is an explorative study to identify important factors regarding user acceptance and use of emerging information resources and technologies in the academic community. A total of 201 participants around the world answered an online questionnaire administered by a commercial provider. The questionnaire consisted of 16 Likert‐scaled questions to assess participants' agreement with each question along with an optional open‐ended explanation.FindingsThe findings of this project confirm that internet access was related to faculty technology use. Online resources and references were ranked the first choice by the participants when searching for familiar and unfamiliar topics. The investigator found that participants' academic ranking status, frequency of e‐mail use and academic discipline were related to their use of online databases, web‐based information and directing students to information from the Web. Although the participants might often use online resources for research and teaching, Wikipedia's credibility was the participants' major concern.Research limitations/implicationsThis project is an exploratory study and more considerations are needed for this research area.Originality/valueThe paper shows that participants who used online databases more often showed a negative attitude toward Wikipedia. Those participants who used Wikipedia for teaching and research also allowed students to use information from Wikipedia and were more likely to be contributors to Wikipedia.

Using pedagogical dialogue as a vehicle to encourage faculty technology use

The pace of technology adoption by university faculty is often slow. Slow faculty technology adoption may result from fear of failure, disinterest, or aversion to change. However, in 2007 we experienced a different faculty response while training faculty for technology-enhanced teaching at Butler University. During a technology upgrade of classrooms on our campus, we installed SMART ™ interactive whiteboards and Sympodiums ™ (SMART Technologies), visual presenters and CopyCams ™ (Polyvision/Steelcase). The technology trainers and information technology (IT) department anticipated a lack of faculty interest in training on these technologies. It was posited that faculty would not be interested in learning about these interactive and presentation technologies unless this learning could be connected in some way to their individual teaching interests and responsibilities. A novel, collaborative training model was developed to achieve this goal of placing technology training into a pedagogical context. A multidisciplinary group of faculty, working closely with representatives from IR, served as trainers for this highly successful faculty development effort in which 27% of the university faculty were trained over a three month period. This article details the methods and outcomes of this collaborative training team approach.

Computer self-efficacy of university faculty in Lebanon

Faculty use of technology is a critical issue in higher education; administrators and students are expecting faculty instruction to incorporate technology in classroom and distance education. Competition is demanding technologically proficient graduates for schools and colleges. Research indicates that computer self-efficacy (CSE) may be one determinant of who uses technology and who does not. A survey of education faculty at the Lebanese University in Beirut, Lebanon, conducted in 2006, revealed varying degrees of CSE; of 127 respondents, 14 had low levels of CSE; 68 were at a moderate level, and 45 self-evaluated themselves to have high CSE. Although other barriers may deter the implementation of technology in teaching, strategies and techniques for increasing CSE should be developed. For those with low CSE, special attention must be given to enhancing their levels of CSE.

A Bayesian analysis of the institutional and individual factors influencing faculty technology use

This study answered questions about which faculty come to use technology in their teaching and used a novel statistical analysis to develop a model that captures the primary factors influencing faculty technology use. It used a sample of 16,914 faculty within the 2004 National Study of Postsecondary Faculty to explore explanations for faculty technology use. A total of 41 variables were included to capture individual-level influences (both demographic and professional) and institution-level influences (e.g., level of resources, Carnegie classification, public or private control) on technology use. All of the variables were incorporated into a Bayesian network analysis that produced a model of seven variables that classified 69% of the sample accurately. Four of the seven variables point to the important influence of the faculty's instructional workload on whether and how much faculty use technology. Carnegie classification was the only institution-level variable to make it into the final model. The faculty's highest degree and teaching/research field also had direct and moderating influences on technology use. This model offers insights into who is using technology, why they do so, and how more faculty may be encouraged to acquire greater skills in using technology.

Factors explaining faculty technology use and productivity

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.

Preparing Tomorrow’s Teachers to use Technology (PT3) at Boston University through faculty development: assessment of three years of the project

The Boston University PT3 grant project proposed first to train faculty to use technology and then to sustain the gained expertise in a curriculum development project. Education faculty gains in integrating technology into their teaching and their modeling of that use were clearly demonstrated in phase one of the project (the initial two years of the project). In phase two (the third year), faculty were challenged to produce innovative, interdisciplinary curriculum development projects investigating judgment in their discipline. Prototypes of the Judgment Curriculum produced in phase two of the project demonstrate an intersection of technology competence and innovative, question‐driven instruction. Preliminary data show strong gains in faculty use of technology in their teaching and in faculty requirements that their students use technology in education coursework. However, continued development of the Judgment Curriculum lessons remains a challenge.

Infusing Web-Based Content Centers into an M.S.W. Curriculum: A Faculty and Student Development Project

ABSTRACT Web-based content centers are collections of scholarly digital resources that can be used to support learning in a variety of contexts. Through a recent pilot project, faculty created web-based content centers to support key curriculum areas of an M.S.W. program. Additionally the project aimed at developing technology skills of faculty designers and student users of course support materials. Positive student learning outcomes and increased faculty use of technology resulted. Project outcomes also included the building of virtual learning communities.

A five-year analysis of university initiatives to increase faculty engagement

DATA from the educational technology development initiatives (technology grants and technology-immersion seminars) were used to map trends in the technology development of faculty at a large, research-one, public university. The study’s populations are described by gender, appointment status, and disciplinary area. Changes over a five-year period (1999–2003) in faculty baseline technology skills and interests are tracked; the success of programs in increasing faculty technology use are measured; and effects of institutional supports on the continued development of faculty competencies are discussed. An analysis of data showed that faculty maintained consistent interest in and need for baseline skill development and that these instructional needs were well met by the technology immersion programs. The faculty-grant program demonstrated gradual progress in baseline skills from simple Web-based dissemination of course content to more interactive modalities. It supported best the “early adopter” faculty, whereas the immersion seminars served best the needs of novice users. Both programs resulted in successful educational technology implementations, however, all participants required ongoing support. Program successes substantiate continued support for educational technology instruction for faculty that accommodates faculty culture by providing broad-based and diverse models

The Wired Professor

This article discusses the experience of two graduate students who mentored faculty over a six-month period about technology and its integration into instruction. The students participated in a one-on-one mentoring project. This article also reports the underlying philosophy, instructional techniques, and reflections on the project. From the project, the authors found that, though faculty are provided with technology, they have limited training opportunities and skills to use the technology provided. Faculty use of technology is motivated more by need for the technology than access. Further, faculty members prefer individualized technical support and training and would welcome any training opportunity.

Faculty Use of Technological Resources in Turkey

Although use of technology is a common research subject both world-wide and in Turkey, little, if any research has been carried out on the faculty use of technologies in Turkey. A partial replication study was conducted in a Turkish university to find out the faculty use of technology resources from the points of familiarity, use and effective factors as incentives and barriers. A 61 item Likert-type questionnaire was sent to 305 faculty members (professors, associate professors and assistant professors only). The number of replies received totalled 144. Results show that the faculty knew and therefore used the traditional technologies more often and lacked familiarity and use in computerized technologies. The frequency of use revealed that the faculty mostly used computers as word processors. The most effective factors for use were the availability of the technologies, increase in student interest and improvement on student learning. The incentives were time release, clerical assistance and grants, whereas the most important barrier was the lack of easily accessible resources.