Attitudinal influence of technology usage by faculty in higher education
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[1] University of Texas
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- Localización: Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2005): Porto, Portugal, December 14-16, 2005 / Kinshuk Kinshuk (ed. lit.), Demetrios Sampson (ed. lit.), Pedro Isaías (ed. lit.), Luís Rodrigues (ed. lit.), Patrícia Barbosa (ed. lit.), Vol. 2, 2005 (Short Papers), ISBN 972-8924-05-4, págs. 405-408
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The breathtaking inclusion of new technologies into educational curriculum has left some educators feeling ill prepared and anxious towards changes in teaching styles and curriculum necessary to put these innovations to use in their classrooms. It is imperative that we address this reluctance in order to provide inclusion of both faculty and students in the information revolution that began with the Internet and that continues to sweep the globe. Existing research takes primarily an external perspective to lack of technology usage in education; few studies have considered the psychological barriers that may contribute to technological and digital inequality within a university community. Real progress can be made in motivating technology resistant faculty by teaching them to differentiate between the characteristics of experts and novices, by providing them with the tools necessary to improve their self-efficacy concerning their abilities to utilize new teaching technologies, and by providing the support necessary to allow faculty to progress from anxious novice to confident teacher.
