| This dissertation presents the findings of an in-depth study conducted at two universities in New England. The study focused on how the faculties of the two universities are integrating instructional technology into their teaching practices. The research takes an organization-wide view of the higher education institutions' instructional technology initiatives. The researcher examined instructors' perceptions and attitudes related to the instructional technology as it applies to the learning process. The purpose of this study is to identify the reasons why higher education faculties are not fully embracing instructional technology. The objective of the study is to determine what could be done to encourage faculty to fully integrate instructional technology into their instructional activities in order to promote more efficient and cost effective higher education while also improving educational outcomes. This study investigated higher education faculty attitudes toward instructional technology and technology augmented instruction and content development activities. Research data was derived from academic literature and instructor surveys.;Findings suggest that many faculty members view the instructional technology to be difficult to apply to existing instructional methodologies. In addition, existing technology infrastructure appears to be inadequate and unreliable. While technical problems persist, the primary cause of faculty resistance at this time relates to a lack of adequate faculty development and training resources. Results suggest, given the increasing sophistication of instructional technology, institutions should require a higher degree of technological proficiency then most faculty members currently possess.;Keywords: instructional technology, Learning Management System, Learning Design... |
