Faculty use of technology resources: Frequency, purposes, and instructional assignments for students.

Persistent Link:
http://hdl.handle.net/10150/187457
Title:
Faculty use of technology resources: Frequency, purposes, and instructional assignments for students.
Author:
Blanco, Carlos Alberto
Issue Date:
1996
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to identify several key elements regarding the use of technology resources by a teacher education faculty within a College of Education located in the Southwest United States. This study employed both quantitative and qualitative research methods to: (1) report the current frequency of use of technology resources by the professors sampled in the study, (2) describe the major purposes for their use of technology as communicated via the survey data or through interviews with selected study participants, or both, (3) describe the types of technologies that are currently being employed by the professors studied, (4) describe the degree to which these professors require the use of technology by their students, and (5) explain the purposes behind these requirements as revealed by the selected professors through interview responses. The results of the survey data revealed that faculty use of technology for instructional purposes was minimal, the major purposes for which faculty in education courses use technology was to assist them in streamlining instruction and assignments, and that a limited number of education faculty required the use of technology resources by their education students. An analysis of interviews of the nine most frequent users of technology indicated that the use of technology appears to be a result of early positive experiences with technology. The purpose for use of technology for instructional purposes by frequent users is variable--such as developing an awareness of technology in their students and for modeling technology behaviors and classroom integration of technology. Recommendations from this study include the following. All faculty should be in the possession of a computer equipped with telecommunications capabilities for electronic mail and access to the Internet. Faculty should also have access to an extensive selection of technologies for use in education. Additional recommendations are: release time should be given to faculty for the purpose of attending technology demonstrations and conferences, colleges should hire only those new faculty members who are already somewhat proficient in the use of technology, and proficiency in the use of technology should be one component in the promotion and tenure process.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Educational technology.; Teachers -- Training of.; Education, Higher.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Language, Reading, and Culture; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Valmont, William J.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleFaculty use of technology resources: Frequency, purposes, and instructional assignments for students.en_US
dc.creatorBlanco, Carlos Albertoen_US
dc.contributor.authorBlanco, Carlos Albertoen_US
dc.date.issued1996en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to identify several key elements regarding the use of technology resources by a teacher education faculty within a College of Education located in the Southwest United States. This study employed both quantitative and qualitative research methods to: (1) report the current frequency of use of technology resources by the professors sampled in the study, (2) describe the major purposes for their use of technology as communicated via the survey data or through interviews with selected study participants, or both, (3) describe the types of technologies that are currently being employed by the professors studied, (4) describe the degree to which these professors require the use of technology by their students, and (5) explain the purposes behind these requirements as revealed by the selected professors through interview responses. The results of the survey data revealed that faculty use of technology for instructional purposes was minimal, the major purposes for which faculty in education courses use technology was to assist them in streamlining instruction and assignments, and that a limited number of education faculty required the use of technology resources by their education students. An analysis of interviews of the nine most frequent users of technology indicated that the use of technology appears to be a result of early positive experiences with technology. The purpose for use of technology for instructional purposes by frequent users is variable--such as developing an awareness of technology in their students and for modeling technology behaviors and classroom integration of technology. Recommendations from this study include the following. All faculty should be in the possession of a computer equipped with telecommunications capabilities for electronic mail and access to the Internet. Faculty should also have access to an extensive selection of technologies for use in education. Additional recommendations are: release time should be given to faculty for the purpose of attending technology demonstrations and conferences, colleges should hire only those new faculty members who are already somewhat proficient in the use of technology, and proficiency in the use of technology should be one component in the promotion and tenure process.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducational technology.en_US
dc.subjectTeachers -- Training of.en_US
dc.subjectEducation, Higher.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading, and Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairValmont, William J.en_US
dc.contributor.committeememberAmes, Wilbur S.en_US
dc.contributor.committeememberNasser, Kamen_US
dc.identifier.proquest9626477en_US
dc.identifier.oclc708253640en_US
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