| The purpose of this study was to determine faculty satisfaction with a public university's technology plans to incorporate instructional technology in their classrooms. Specifically, the study identifies faculty satisfaction with technological training opportunities, on-going technology support, and available technical resources. This research centered on the "Reinvestment Through Efficiencies Program" as implemented by the University of South Dakota (USD).;Quantitative methods were used in this study. Data were gathered via the use of a survey questionnaire. Frequencies, percentages, means, standard deviations, and t tests were calculated with the results summarized and compiled into tables. The following conclusions emerged from the findings of this study. (1) The faculty expected USD to provide for their technical needs and they were already using some forms of technology in teaching with intentions of expanding that use because their discipline influences the use of technology in the classroom. (2) While most of the faculty were self-taught in technology, many of them were satisfied with, and making use of, the technological services provided by the Center for Instructional Design and Delivery and the "Smart" classrooms. (3) The Centers of Excellence were not only an unknown factor, but faculty found them not to be of assistance with incorporating technology in the classroom. (4) Providing technical support at the departmental or school level was much preferred by the faculty and their proclivity was toward having USD reorganize the technical support and services. (5) Faculty perceived that lack of time and heavy teaching loads were barriers to implementing technology into their teaching, yet release time and technical grants did not seem to be the answer in assisting them with incorporating instructional technology in the classroom. (6) The data submitted by the faculty showed that their technical needs were being met by the Center for Instructional Design and Delivery and the "Smart" classrooms, with the Centers of Excellence being the exception. |
