| The purpose of this study was to extend related literature by investigating faculty-related variables and their use of computer technology in teaching. The central research question was: What are the relationships between specific faculty variables and competence in integrating instructional technologies into pedagogical practices?;The general population for this study was higher education faculty members from the Southeastern region of Texas. The data was collected through a survey entitled "Survey of Faculty-Related Variables and the Use of Instructional Technologies," which was designed to examine faculty variables such as educational philosophy, disciplines, computer technology literacy, computer self-efficacy, and competence in integrating instructional technologies into teaching.;The Person Product Moment Correlation and One-Way ANOVA were employed to treat the data collected. Based upon the findings derived from this study, there seem to be significant relationships between several faculty-related variables investigated. Implications of the findings accentuate the expectation that faculty use computer technologies in the educational process. Today's technologically-fluent academic and professional work environments demand that students be well-prepared in the use of computer technologies. In order to maximize the development of students' technology skills and knowledge, perhaps a beginning point would be for faculty members to examine their educational philosophies in order to ensure that their teaching methods reflect changes in society and continuous expansion of knowledge. Equally important is that administrators when developing professional development services give attention to the views and knowledge of faculty based, in part, upon faculty members' discipline-orientation. Faculty professional development should not focus solely on learning computer applications, but rather on assisting faculty in making meaningful connections between teaching, learning, pedagogy, and technology. These pedagogical connections are essential to the development of students' higher order learning skills. The future success of higher education depends upon the expectation and support of faculty instructional innovation. Successful institutions will be those which develop customized pedagogically-based computer technology support that identifies where faculties are and determines what they need to become adept integrators of technology. |
