Attitudes toward utilization of technology among community college faculty in a selected southern state

James Joseph Gruich

Abstract

This study was conducted to determine the attitude of public community college faculty toward teaching with technology, the integration (flexibility) of technology for technology instruction, and the instructor's belief toward the use of technology (efficacy). The variables that were analyzed were gender, size of the institution, rank, age, length of overall technology experience, technology flexibility, technology efficacy, and institutional encouragement to use technology. The study examined if there was a difference in the attitude toward technology of full-time and adjunct faculty. Fifteen community colleges were surveyed using the Faculty Instructional Computing Questionnaire. The faculty included in this study were employed among 15 public community and junior colleges selected in a southern state. Multiple regression analysis, analysis of variance, and student t tests were used to determine the independent effects of the selected independent variables on the criterion variable attitude toward teaching with technology. The study found that there was a relationship between community college faculty attitudes toward teaching with technology and the independent variables. Of these independent variables, technology efficacy and technology flexibility were the two most important contributors to the community college faculty's attitude toward teaching with technology. The study found that full-time and adjunct faculty differed statistically in their attitude toward teaching with technology. Full-time faculty had a higher desire toward teaching with technology than adjunct faculty. The study did not find that there was a statistically significant difference in full-time and adjunct attitudes toward technology flexibility. The study did find that there was a statistically significant difference in full-time and adjunct attitudes toward technology efficacy. Full-time faculty had a significantly higher belief in using technology than did adjunct.