The relationship of age, gender, and personality style with the level of technology implementation at the university level

There is a lack of evidence demonstrating how the variables of age, gender, and personality style correlate with university faculties' application of technology in their instructional practices. The purpose of this quantitative, correlational study was to investigate any relationship existing between faculties' level of technology implementation and the variables of age, gender, and personality style, as well as to provide practitioners a more informed understanding of the learning needs of university faculty. Specifically, this study examined the relationship between the variables of age, gender, and personality styles with the level of technology implementation of university faculty? Faculty personality styles were identified using the NEO-Five Factor Inventory and were compared with the level of technology implementation, established by the Levels of Technology Implementation Questionnaire. Fifty-four, full-time faculty members from 6 academic disciplines, teaching university courses at a small liberal arts university located in the Midwest participated. A Pearson Correlation, t-test on two independent samples, and an ANOVA were applied to identify any relationships. A post hoc variable of years of college teaching experience was added. There was no correlation between faculty gender and technology implementation. A positive correlation between faculty age and level of implementation was indicated. Additionally, statistics indicated a significant correlation between the personality style openness and a higher level of technology implementation. Further study concerning personality and technology training for university faculty is recommended. The social impact of the study is a contribution to the field of adult learning, instructional technology, and higher education.