Abstract

Higher education institutions have the responsibility to assess and improve their practices and services as they challenge the changes in technology and society (Odabasi, 2003). The assessment of the factors that influence COE faculty members' adoption or rejection of instructional computer technologies is essential to design faculty development programs for integrating these technologies successfully into the teaching process (Parisot, 1995). In fulfilling this purpose, this literature review contributed to the sparse body of literature in the area of COE faculty development in the use of instructional computer technologies. In the literature, computer expertise, access, barriers to computer access, attitude, support, and faculty characteristics were found as the major factors that affect COE faculty members' use of instructional computer technologies.

Citation

Sahin, I. (2006). Literature Review on Major Factors that Affect COE Faculty Use of Instructional Technology. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 2039-2046). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2023 from https://www.learntechlib.org/primary/p/22365/.

Keywords

• Computers
• Educational Technology
• Faculty
• faculty development
• Instructional Design
• literature review
• teaching process