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Professors' Attitudes and Perceptions about Technology Use in the Classroom

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Alabama Journal of Educational Leadership Volume 5, Number 1, ISSN 2473-8115


Since the 1970's the implementation of technology into instruction in K-12 schools and higher education has been an uneven process of acceptance and use despite the fact that digital literacy and computer skills are now an accepted requirement for anyone to participate in today's society. This uneven flow of adoption moves along a continuum that can be described by the Technology Acceptance/Use Continuum (Loague, 2003). This study aims to provide information regarding faculty technology acceptance and use for instruction at a Historically Black College and University (HBCU). Preliminary data was collected from a questionnaire administered to 50 faculty members from two different colleges. Findings indicate an overall positive attitude toward using technology in instruction, and that the university and colleges do not provide enough tech support (both hardware and training). The types of technology being used most are the course management system, desktop applications, and presentation software. The data appears to indicate that the faculty as a whole is operating at the intermediate level or slightly below on the technology acceptance/use continuum.


Loague, A., Caldwell, N. & Balam, E. (2018). Professors' Attitudes and Perceptions about Technology Use in the Classroom. Alabama Journal of Educational Leadership, 5(1), 1-11. Retrieved November 29, 2021 from .

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