Does Faculty Rank Influence the Adoption of Classroom Technology?
Abstract: This study examines whether junior faculty members are more likely to adopt classroom technology than senior faculty. Are junior faculty members, who are more likely to be digital natives, more likely to incorporate technology in the classroom? An alternative perspective is that the pressures of starting an academic career and the possible negative impact of technology problems make junior faculty less likely to bring technology into the classroom. This study reports the results of a Fall 2007 survey of faculty at a mid-sized, public university examining how faculty rank relates to the adoption of classroom technology, including hardware and software, and its impact on teaching approaches and methods.
Presider: Daniel Surry, Auburn University