The Impact of Generational Status on Instructors' Reported Technology Usage
ARTICLE
Susan Troncoso Skidmore, Linda Reichwein Zientek, D. Patrick Saxon, Stacey L. Edmonson
Contemporary Educational Technology Volume 5, Number 3,
Abstract
Although the majority of colleges and universities are equipped with the latest instructional technologies, an appreciable integration of technology has not been observed in instructional practices (Flavin, 2013; Garrison & Akyol, 2009; Salinas, 2008). The purpose of this research is to understand the impact that generational differences can have on developmental education faculty members' self-reported familiarity, use, and challenges with instructional technology as measured by the Developmental Education Technology Survey (DETS; Skidmore, Saxon, Zientek, & Edmonson, 2012). The DETS was developed to examine the level of technology integration in developmental education programs across Texas higher education institutions. Responses from 753 developmental education faculty members from 68 institutions (69% institutional response rate) are the focus of this study. Findings suggest that generational classification serves as a statistically significant predictor of familiarity with instructional technology. A statistically significantly larger proportion of the faculty of the Silent generation also identified their own skill level as a challenge compared to other generations. Developing an understanding of faculty members' proclivity to use instructional technology through the lens of generational classification can lead to more targeted professional development, which can help faculty members move towards using instructional technology as a resource to improve teaching and learning.
Citation
Skidmore, S.T., Zientek, L.R., Saxon, D.P. & Edmonson, S.L. (2014). The Impact of Generational Status on Instructors' Reported Technology Usage. Contemporary Educational Technology, 5(3), 179-197. Retrieved June 5, 2023 from https://www.learntechlib.org/p/193429/.
This record was imported from
ERIC on January 10, 2019. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
