Faculty Acceptance of Instructional Technology: Attitudes toward Educational Practices and Computer‐Assisted Instruction at Community Colleges

Abstract

Teacher resistance is often cited as a primary reason behind schools’ reluctance to adopt instructional technology. This study concerns faculty beliefs about educational practices and attitudes toward computer‐assisted instruction at community colleges. The major dimensions of such beliefs and attitudes, as well as faculty comments and responses to specific questions, help in understanding school acceptance of instructional technology. Completed surveys from approximately 300 faculty members at six colleges indicated current opinions about educational practices and provided a baseline of initial attitudes toward CAI. The section on educational practices was subjected to a principal axis factor analysis, which yielded six factors to be rotated according to a varimax solution. The resultant factors were labelled student focus, receptivity to innovation, course objectives, testing, faculty autonomy, and personal interaction. The section on computers and CAI was also factor analysed, and the resultant four factors were rotated obliquely. The factors were labelled CAI potential, CAI usage, familiarity with computers, and priorities for evaluation.

¹This study was supported, in part, by the National Science Foundation, Contract No. NSF‐C731.

Notes

²Now at the University of Wisconsin‐Oshkosh, Oshkosh, Wisconsin 54901.

¹This study was supported, in part, by the National Science Foundation, Contract No. NSF‐C731.

Additional information

Notes on contributors

William A. Mahler ²

2Now at the University of Wisconsin‐Oshkosh, Oshkosh, Wisconsin 54901.