| This study gathered data regarding 4-year university studio art faculty's actual use and desired use of instruction technology. A literature review revealed a demand for instructional technology in the university classroom and a reticence by faculty to use. The literature review also showed a lack of studies concerning instructional technology use by studio art faculty. The studies that were available found that fine art departments and faculty lagged behind other disciplines in their use of instructional technology.;The purpose of this study was to determine how much instructional technology was being used and if studio art faculty perceived a need for greater use. A researcher-developed survey was sent to a random sample of studio art faculty from 87 universities (4-year) with accredited art programs in seven states (Texas, Oklahoma, New Mexico, Louisiana, Colorado, Arkansas, and Arizona). Data were collected from 137 participants, a 50% return rate based on a sample size of 274. Four hypotheses were analyzed using the dependent samples t test and tested to alpha=.01 level. All four hypotheses were rejected and all four hypotheses found that a significant difference existed at p<.001 level. The hypotheses found that studio art faculty believed that instructional technology, presentation technologies, production technologies, and communication technologies should be used more than they were used for studio art instruction.;Two research questions looked at the demographic characteristics of technology using faculty and non-technology using faculty. Technology using faculty differed little from non-technology using faculty. This study also looked at individual instructional technology use by studio art faculty. Studio art faculty reported using Internet for teacher research, slide projector, Internet for student research, and email most frequently. Studio art faculty felt that the same four technologies should be used more than they were being used. Technologies least used were Internet discussion, spreadsheet software, database software, graphics tablet, and smart board/smart classroom. Least recommended for increased use were database software and spreadsheet software. |
