|dc.description.abstract||Studies have shown that computer technology has brought about a noticeable change in the manner in which education is delivered to students. Further research suggests that the use of technology enables educators to effectively communicate with their students in an interactive learning environment designed to meet their individual needs. Moreover, further studies noted the importance of an individual’s computer self-efficacy on their level of technology integration in their classroom instructions. The purpose of this study was to investigate faculty members’ attitude towards technology integration into their curriculum as well as their perceptions of professional development needs to aid in technology integration, and how these factors influence their decisions to use technology in their educational practices. The study surveyed 212 teaching faculty members at a southeastern institution of higher education.
Simple regression analyses revealed that the availability of technology, technical training, and support through professional development opportunities affected faculty’s adoption of technology integration in their classroom instructions (F(1, 194) = 40.112, p=<0.001); R2=0.414). In addition simple regression also revealed that faculty members’ age had an effect on whether or not they planned lessons and designed instruments that incorporated some form of technology, it resulted in a significant relationship (x2-df = 26.015, p=0.054) and (x2-df = 35.184, p=0.004) respectively.
Chi squares analysis found that there is a significant positive relationship between the amount of professional development faculty received and the level at which they incorporate
technology in their overall classroom assessments. Moreover, crosstab analysis showed that there is a significant relationship between faculty members’ age and their decision to plan lessons and design instruments that incorporated some form of technology (x2-df = 26.015, p=0.054) and (x2-df = 35.184, p=0.004) respectively.||en_US