Research university faculty perceptions of smart classroom technologies

The purpose for conducting the study was to examine faculty member's use of smart classroom technologies and to test the validity of the Technology Acceptance Model (TAM) and the extended TAM in predicting faculty's intention to use smart classroom technologies in a research university setting.;Data were collected using online survey instrument during the spring of 2006. The return rate was 50.38%. Pearson's correlation coefficient was used to measure the correlation between variables. Multiple regression as a general linear model was used to examine the predictive effect of perceived usefulness, perceived ease of use, attitude, computer self-efficacy, and organizational support toward the intention to use smart classroom technologies. The Dunn-Sidak Multiple Comparison Test was used to compare the reported use frequency of smart classroom technologies based on gender, age, academic status, and rank. The study found that TAM was valid in predicting faculty's intention to use smart classroom technologies. The correlation revealed that all of the predictor variables were significantly related to faculty's intention to use smart classroom. TAM accounted for 55% of the variance in faculty's intention to use smart classroom technologies. The extended TAM with two additional variables: computer self-efficacy and organizational support, accounted for 58% of the variance in faculty member's intention to use smart classroom technologies. Survey findings also revealed that large screen projection was the most frequently used technology, the presentation remote controller was used second most frequently and the audio player was the least used technology. Age was identified as the only factor affecting the intention to use smart technologies. Faculty members at age between 51 and 65 were using smart technologies more frequently than those who were over 65 years old. Faculty between 26 and 50 years old were using more frequently than those who were over 50 years old. No significant difference on faculty's use of smart classroom technologies was identified based on gender, rank, and status. The majority of the respondents commented that teaching with smart classroom technologies was better than teaching in a traditional classroom.