Higher Education Faculty Perceptions on Technology Integration and Training
Source: Teaching and Teacher Education, Volume 25, Issue 5, pages 690-696 (July 2009).
The purpose of the study was to explore how faculty technology literacy and technology training impact the integration of technology into their pedagogy. This required a quantitative examination of how faculty technology literacy skills relate to pedagogical practice (integrating technology into their pedagogy), while controlling for training. Respondents surveyed in this study consisted of faculty members from the 15 peer institutions of the University of North Dakota. In this second article, three of the original research questions are addressed. The inferential results of the study showed significant correlations between technology literacy and pedagogical practice integration.