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Technical University Faculty’s Use of Technology and Perceptions Regarding Instructional Impact\ Sung, Dylan Huang, Shih-Che
Summary or Abstract
Digital instructional technology has made a strong impact on how students learn and how instructors teach at colleges and universities. This study had three primary purposes. The first purpose was to investigate Taiwanese technical university faculty members’ use of technology tools in the classroom and in lesson preparation. The second was to examine the factors that promote or inhibit the use of technology tools. The third was to explore the perceived instructional impact resulting from faculty members’ use of technology. The population of the research was comprised of 354 faculty members from a selected technical university in Taiwan. A total of 197 surveys were returned for an overall response rate of 53.9%. A 50-item survey was developed and used for data collection. Descriptive analyses and inferential analyses including t test and one-way ANOVAs were performed to answer the research questions. Results showed that workload, educational resources, and administration inhibit the use of technology. It was indicated that enhancing student learning was the reason that faculty used technology in the teaching process. It is concluded that classes that applied technologies were more effective than traditional lectures from the perspectives of the faculty. A more digitalized learning environment can be considered advantageous for technical universities.
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