Concerns of non- and low users of technology in the classroom among part- and full-time community college facult

Technology is pervasive in society, but has been slow to permeate the higher education classroom. While some professors use technology to calculate grades and generate tests, few use technology in the classroom to support learning and instruction. Faculty members at the community college in this study had access to technology, but only a small number used technology for instructional purposes. To understand why some instructors are not using technology in the classroom, this study examined concerns about technology use among part- and full-time community college instructors. The Stages of Concern about an Innovation Questionnaire (SoCQ) and Technology Integration Standards Configuration Matrix (TISCM) were used in conjunction with statistical analyses of demographic data to assess if part- and full-time faculty members share similar concerns about technology use in the classroom and to determine if patterns of use were similar among the two groups. The results revealed that part- and full-time instructors did not differ with respect to their concerns about, and levels of use of, technology in the classroom and can therefore be considered a single group for training and support purposes. Most faculty members were in the early stages of adoption of the innovation, based on their SoCQ peak concern scores and average SoCQ concerns profile. Instructor age was not correlated with concerns about technology use in the classroom and nonusers and low-users of technology were found to have correctly assessed their level of technology use in the classroom. However, one-third of self-identified integrators were found to have inaccurately assessed their level of use. A cluster analysis grouped these individuals with self-assessed nonusers, rather than with other integrators. Results from the TISCM indicated that most faculty members used technology to enhance personal productivity, but fewer used technology to deliver content in the classroom and very few infused technology into student learning activities. Analysis of open-ended responses revealed that some faculty members held erroneous beliefs about technology and its use for instruction and learning. Based on these findings, a tri-faceted interventional program for encouraging technology use---including institutional interventions, cultural interventions and logistical/training interventions---is proposed and discussed.