Attitudes of University Faculty In Relation to Actual Utilization of Instructional Technology

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Studies and Research

First Advisor

Arthur Southerland

Advisor Department

Educational Studies and Research


All full-time faculty at a selected southern university were surveyed to determine strengths, barriers, attitudes, and uses of instructional technology, and to ascertain relationships between attitude and use . The instrumentation used for the study was the Educational Technology Attitude/Usage Survey . The six primary strengths: (a) Access/availability, (b) variety, (c) enhancement/efficiency/enjoyable, (d) independent/interactive, distance learning, and (e) productivity. The six principal barriers to the use of multimedia: (a) Resources, (b) training, (c) cost, (d) time, (e) availability, and (f) attitude. Barriers to telecommunications: (a) Resources, (b) training, (c) cost, (d) attitude, (e) time, and (f) problems inherent in technology. The four most frequently reported uses: (a) Personal, (b) preparation, (c) instructional delivery, and (d) reporting. The four top choices for importance: (a) Word processing, (b) informational, (c) telecommunication, and (d) resource materials. Independent variables were age, gender, highest degree earned, years teaching in higher education, area (department and College), and students taught (graduates/undergraduates). Dependent variables were attitude and use. Attitude incorporated two constructs: comfort/anxiety and effectiveness/value. Multiple linear regression was used to determine whether selected variables could predict attitude and/or use. No significant relationships were found between attitude or use and degree, years teaching, or student classification. No significant difference was found between attitude and College. Significant relationships were found between attitude and use. A significant relationship was also found between College and use. The College of Nursing had the highest use and the Colleges of the Arts and Liberal Arts reported low-use. Neither age nor gender predicted attitudes toward or use of instructional technology.