Developing Faculty to Use Technology Effectively in the Classroom

Abstract

The current study addresses how and why faculty members use technology in their teaching, and how students perceive technology to affect their learning. Data were collected in four phases: 1) interviews with faculty (n = 96) 2) e-mail surveys to faculty (n = 115), 3) observations of courses taught in technology-enhanced classrooms, (n = 63) and 4) focus groups of students who were taking classes taught in technology-enhanced classrooms (n = 36). The results reveal that fewer faculty members than expected actually use technology. For those faculty members using the technology, we observed some sophisticated classroom uses, and students provided valuable feedback about technology and how it affects learning processes. This information can be used by instructional technology and faculty developers to create training materials that will help faculty members use technology more effectively in their teaching.