Content area
Abstract
As information technologies have evolved, faculty members have integrated them into classroom teaching in institutions of higher education. This study investigated: (1) rationale for using information technologies in teaching in higher education; (2) obstacles encountered by faculty; (3) factors that encourage faculty use of information technologies in their teaching; and (4) organizational environments that facilitate faculty use of information technologies in their teaching.
A conceptual model explaining a process in which both person-centered and environmental factors encourage faculty use of information technologies in their teaching is presented. Integration of information technologies into a faculty member's teaching is a lengthy process. Organizational factors such as formal technology policies, provision of adequate hardware and software, faculty development opportunities, as well as technical and administrative support are critical. A complex set of person-centered factors such as fascination with information technologies, general educational experiences, professional experiences, gender, and faculty development issues also influence faculty integration of technology into teaching. Those who have successfully used information technologies in their teaching have been able to cope with, minimize, or eliminate presenting organizational, technical, attitudinal, or personal obstacles.
Forty-six suggestions taken from the research data and the literature review are presented as guidelines for faculty and administration wishing to increase the use of information technologies in higher education. The guidelines are organized around four general categories: (1) leadership, (2) infrastructure, (3) support and encouragement, and (4) faculty development. Over 200 references are included in the bibliography.
