Faculty perceptions of information technology and its perceived usefulness at a public, urban university in Tennessee
Abstract
This research examined the perceptions of full-time faculty members toward information technology (IT) and investigated the perceived usefulness of IT at an urban, public Tennessee university. The background and importance of IT were observed with competing perspectives and potential solutions within the academy. Surveys were collected from full-time faculty members to quantify how faculty members identified IT in their everyday classroom instruction. Three research questions guided the study. This study examined responses to the faculty members' surveys using descriptive research. The participants were 365 faculty surveys from an urban, public Tennessee university. Ten null hypotheses were tested using Pearson r correlations, independent t-tests, and ANOVA analyses. With statistical significance, seven were rejected (two being partially rejected) and three were retained. The results concluded with positive faculty perceptions of IT in the domains of enthusiasm and enjoyment, productivity, and e-mail use. Perceptions were negative in the areas of anxiety and avoidance, where the latter was not proven with statistical significance. Other significant factors that influenced perceptions included gender, computer training, and years of teacher experience. Contrary to other studies, age and computer ownership did not show statistical significance. In order to generalize and expand the findings, further study is recommended on a larger population.
Subject Area
Higher Education Administration|Information Technology|Educational technology
Recommended Citation
Edmund H. Ford,
"Faculty perceptions of information technology and its perceived usefulness at a public, urban university in Tennessee"
(2012).
ETD Collection for Tennessee State University.
Paper AAI3508189.
https://digitalscholarship.tnstate.edu/dissertations/AAI3508189