Increasing Faculty Use of Instructional Technology: Barriers and Incentives

Abstract

Abstract Although much discussion in the media suggests that instructional technologies are being widely used in education, little empirical evidence exists to support this notion. Many factors inhibit the acceptance of any instructional innovation into the academic community, particularly in higher education. This study examined the factors influencing use of technology by faculty members at an American university. The findings of this investigation suggest that the most important factor influencing the university faculty's use of technology is their need to be certain that the technology will contribute to improved student learning. Availability of equipment is another highly important factor that influences utilization. Funds to purchase materials, advantages over traditional delivery methods, contribution to improved student interest, time to learn the technology and university support are other factors that affect use of instructional technology by this population.