University Faculty Phobias: Investigating Technology Apprehension
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Authors
Society for Information Technology & Teacher Education International Conference, 1999 ISBN 978-1-880094-33-4
Abstract
Working with university faculty to improve computer literacy and technological competencies is a challenging process. Identifying varied technological knowledge and skills of education faculty coupled with the perceived needs or lack of needs of individual members requires a comprehensive assessment prior to the formation of the faculty development plan. In our present technological environment a full spectrum of competencies are recognizable. Some in the professorate have attained skill levels that are quite remarkable through self-teaching and occasional voluntary workshop attendance. Unfortunately, these self-starters, hailing from a variety of content specializations in education, are in the minority. This study has been designed to identify the characteristics of all education faculty members towards the use of technologies. The results of such studies will aid administrations with necessary information to help their institutions identify linkages between the technological characteristics of faculty members and perceived institutional barriers to technology use.
Citation
Schoon, P.L. & Weber, R.K. (1999). University Faculty Phobias: Investigating Technology Apprehension. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 592-594). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/p/7896.
© 1999 AACE