You are here:

A description of computing concerns of faculty at a large metropolitan community college DISSERTATION

, University of New Orleans, United States

University of New Orleans . Awarded

Abstract

This pseudoexperimental comparative case study examined community college teachers' concerns and compared these concerns with professional and ancillary demographic variables. The study was conducted during the third year of a five year computer integration innovation cycle. The sample consisted of 231 faculty members or 39% of the total faculty. The Computing Concerns Questionnaire was used to assess teacher's computing concerns. A self-report survey developed by the researcher provided data regarding computer use, integration level and demographic data.

The computing concerns group profile identified two main groups. These groups were nonusers and users midway through the innovation process. Comparison based on academic task area revealed that those academic task areas described as hard and applied by Biglan (1973) exhibited higher order concerns and higher integration levels than other academic task areas. A correlation existed between attendance of faculty development activities, integration level and higher order concerns.

Ancillary demographic data revealed correlations between gender, age, teaching experience and educational attainment level when compared with computing concern, integration level and attendance of faculty development activities. Females, young faculty, faculty with less teaching experience and faculty with lower educational attainment levels expressed higher order concerns and higher computer integration into teaching practices.

These findings indicate further study with other community colleges undergoing instructional computing innovations are needed to confirm these result.

Citation

Adams, M.N.B. A description of computing concerns of faculty at a large metropolitan community college. Ph.D. thesis, University of New Orleans. Retrieved June 22, 2018 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or http://dissexpress.umi.com

Keywords